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COURSE OF STUDY 


OF THE 


William M. Stewart 
School 


UNIVERSITY OF UTAH 


“ 


SALT LAKE CITY, UTAH 
1918 


TRAINING SCHOOL FACULTY. 


JOHN A] WIDTSOR, 

President of the University. 
MILTON BENNTON, 

Dean of the School of Education. 
EEBERT D. THOMAS; 
Secretary-Registrar. 
JOSEPH BE MckKNIGERL, 
Professor of Elementary Education and Director of Training. 


KINDERGARTEN. 


ROSE JONES, 
Director of Kindergarten Training. 
RUTH McELHERAN, 
First Kindergarten Assistant. 
REVA;HOLDAW ANS 
Second Kindergarten Assistant. 


ELEMENTARY AND JUNIOR HIGH SCHOOL. 


CHARLOTTE, BURGH, 
Principal. 

ANNA YOUNGBERG, 
Supervisor of Geography and History. 
ROSE M. VIMONT, 
Primary Supervisor. 
HOWARD ROSCOE DRIGGS, 
Supervisor of Language and Literature. 

iid Bi od obs Bat Sac : 
Supervisor of Nature Study. 
MARY E. MOOREHEAD, 
Supervisor of Handwork.: 
HARVEY E. GARDNER, 
Supervisor of Manual Training. 
*KH DNA EVANS JOHNSON, 
Supervisor of Music. 
PuMEDVIN PETERSEN: 
Supervisor of Music (Substitute). 
FLORENCE E. WARE, 
Supervisor of Art. 


NANON CROXALL, 
Supervisor: of Domestic Science. 
: SADIE T. HOWARD, 
. Special Téacher of Domestic Art. 
PANSY: A-EVANS, 
Assistant in Nature Study and Elementary Science 


ELEMENTARY SCHOOL TEACHERS. 


*AMY BOWMAN, 
Critic and Grade Teacher. 
ALICE SFE VENS: 
Critic and Grade Teacher (Substitute). 
NELLIE HERMAN, 
Critic and Grade Teacher. 
FLORENCE KNOX, 
Critic and Grade Teacher. 
EDITH M. CHAPMAN, 

Critic and Grade Teacher. 
RITA HAGERMAN, 
Grade Teacher. 
MAUD M. HARDMAN, 
Grade Teacher. 
ENID CAHOON, 
Grade Teacher. 


_JUNIOR HIGH SCHOOL TEACHERS. 


CHARVOTIE, EuMONTROSE, 
Critic Teacher of Mathematics and Science. 
LO LSeM IEG ER, 
Critic Teacher of English. 
DORA SNOW, , 
Critic Teacher of Geography, History, and Civics. 
*LAWRENCE A. WALLACE, 
Critic Teacher of Modern Languages. 
FULVIA IVINS, 
Critic Teacher of Modern Languages (Substitute). 
AMY FARNSWORTH, 
Teacher of English and Oral Expression. 


*On leave of absence. 


INTRODUCTION 


By Milton Bennion, Dean of School of Education. 


The University Training School, as a complete elementary 
school of eight grades, was established in 1895 under the di-— 
rection of Prof. Wiliam. M.: Stewart, principal of the Stare 
Normal School, and Prof. Joseph E. McKnight, principal of 
the Training School. Its course of study and methods of 
teaching were developed under the continuous leadership of 
these men until the death of Professor Stewart in June, 1912. 


The general philosophy of education formulated and ap- 
plied during that time was clearly stated by Professor Stewart 
in his Introduction to the Course of Study published in 1911. 
Professor Stewart’s statement of the aims and methods of 
education exemplified in the Training School is reprinted as 
introductory to this course. These are the principles upon 
which the work of the school is still conducted under the 
leadership of Prof. J. E. McKnight, Principal Charlotte Burch, 
and an able corps of supervisors and critic teachers each one of 
whom has made valuable contributions to the work. 


The Training School .was one -of the first elementary 
schools in the West to introduce special classes in manual 
training, art, and music, and to attempt to correlate closely the 
work of the school with that of the home, and to motivate all 
school activities as a means of promoting interest, industry, 
and discipline. Although at the time of their introduction 
these innovations were opposed by many conservative edu- 
cators, the Training School staff went steadily forward with 
the development of these educational reforms until they have 
come to be accepted generally. 


The Training School faculty has very successfully reduced . 
to practice in the school, the combination of individual initia- 
tive with co-operative action; freedom from artificial re- 
straints with good school discipline; and the joy of free serv- 
ice with the performance of social duties. 


The course is not published with the recommendation that 
it be followed literally, but with the hope that teachers may 
absorb the underlying principles and spirit of the work. Ap- 
plications in detail must vary with circumstances and condi- | 
tions, if best results are to be attained. 


Ah 


“The Utah State Normal School has a philosophy of education which 
it is endeavoring to realize in practice and which it has for many years 
been engaged in working out. This philosophy can be briefly formu- 
lated in the following summary: The school is a concentrated educa- 
tional environment, organically related with life activities. It is, in 
fact, a life laboratory, so adjusted to the learner as to unfold his possi- 
bilities in relation to the actual activities of community life. Its espe- 
cial aim is that of socializing the activities so as to bring about the 
highest individual efficiency and social service. This philosophy rec- 
ognizes the psychological and biological laws of child development. 
For by making the school environment a practical concentration of 
life’s various activities, there is brought about an organic relation of 
the school with other prominent educational factors in society. On 
this plan, the home is recognized as one of the fundamental elements 
in education; and, in pursuance of this object, the school aims to notify 
and strengthen the educational tendencies of the home, rather than to 
trespass upon any of its functions. Our modern social and economic 
life tends to rob the home of several of its real functions. We believe 
that the school should counteract this destructive tendency by giving 
added influence and every strength possible to the activities and spirit 
of the home itself. In working out this problem in the Normal School, 
persistent efforts are made to connect the school activities with those 
of the home. 


“The opportunity for mutual service in the home has been notably 
abridged by the substitution of tenement and apartment houses for 
old-fashioned firesides. Today the dependence of any member of the 
family upon each of the others is being reduced to a minimum. The 
former co-operation in home labor with its resultant unity of aim, and 
that sympathy which arises out of mutual helpfulness in working to- 
ward some common end, are rapidly diminishing because of the indus- 
trial revolution, which substitutes machine and specialized labor for 
home work, and the new mode of life, which prefers the furnished 
apartment to the labor and responsibility required in the old-time home. 
The total result of this industrial and social evolution as affecting 
education has a two-fold meaning: first, that the schools should supply 
certain of the humanizing elements that are now vanishing from the 
homes of the people; second, that school training should assist the 
home in its attempts to accommodate itself to the evolution of home 
life which is now in progress. For this evolution has rendered the 
successful rearing of families more difficult and expensive than perhaps 
ever before in history; so that for the poor and also for the prudent 
the prospect of a large family may already seem a dark or at least a 
threatening one. In this grave struggle, it is the duty of the school 
to assist the home. It can do this by training the pupils to special 
usefulness in home duties and to such general usefulness in society as 
will help to sustain the home by adding to its resources or income. 

“When this kind of training is sufficiently fostered by the schools, 


Dy ' Pay: » 
he P ; 8. 


the purely cultural phase of education likewise receives its full share 
of attention, as is plainly shown by the actual results. The efficiency 
of ordinary school work, instead of being weakened by this practicar 
side of educational training, is strengthened by it, for we find that 
the common school subjects are better mastered through bringing 
together the cultural and the practical phases as essentially harmoni- 
ous. Our judgment is that the truly cultural is practical, and the truly 
practical is of the highest cultural value, since it finally results in the 
development of character as the aim and end of education. We recog- 
nize in the present industrial movement in education a factor of great 
value; it is only in the part assigned to it in our philosophy that we 
differ from the common view. We agree that industrial education shall 
be incorporated into the school, but hold also that the educator must 
first select, with the view of its educational value, those parts which 
are truly humanistic, social, and broadening as home duties, rather 
than those which fit the child for any economic activity in certain 
technical or industrial fields of labor. We believe that the economic 
or industrial factor must receive the consideration of the school; but. 
we feel that in the selection of that educational material which incor- 
porates industrial results, the teacher must first estimate these results 
in the light and worth of their tendencies to the cultural and character 
growth of the child as part of the social system.’”—Wnm. M. Stewart. 


COURSE OF STUDY 
KINDERGARTEN. 


“Play is the highest phase of child development—the pur- 
est, most spiritual activity of man at this stage.”—Froebel. 


“The kindergarten may be defined as a society of children, 
engaged in play and its various forms of self-expression, 
through which the child comes to learn something of the 
values of social life, without as yet being burdened by its in- 
tellectual technique. Here, as throughout the educational 
process, the starting point is the experience, the attitudes, the 
interests of the child.” 


The subject matter must originate in the experiences of 
the child and culminate in society. The child in its relationship 
to the basic institution, the home, forms the main line of ac- 
tivity running through the year. Nature aspects that affect 
the home are used. There is sufficient variety in the activities, 
furnishings and instrumentalities of the homes from which 
the children come to give continual diversity. It touches the 


and sugge ive ec toraL Hiies to afford plenty of La for aoe 
child on his moral side. | 


Home With Its Varied Aspects. 


~OUR KINDERGARTEN HOME. 
oe MEMBERS OF OUR FAMILY. - 
maze OU TIES of each member.: Care of materials, ete: 2% 
Standards of conduct to be developed from the chiles 

as, _ dren as problems arise. 3 
ot is Our school neighbors and our relationship to them. oh ea 
Excursions to different parts of the campus. bea 
~ 4, Our school garden. : ae 


~ IL THE CHILDREN’S HOMES. 


1, Location, members of the different families and theirs: 
respective duties. 


_ 2. Preparation in the home for winter; food, clothing, © 
cau shelter, due to changes in nature. 
i)... Gare of pets and plants. 
4. Gratitude for the harvest. 
5. The Thanksgiving Festival. 
pee On Lhe Christmas Festival. 
‘Winter. ; 


1. Nature aspects that affect the home. Heating and 
lighting of our homes, kindergarten home included. 
People who help. é eshte ken 

‘2. Winter sports. jects eee 

3. Our homes in relation to other homes; our neighbors. Bg sp 

4. Community life. f eas 

5. Means of connecting homes: walks, street crossings, Mee 
‘telephones, mail carrier, street car; how these are. 
provided and our responsibilities regarding them. 

6. Protection of our homes by policeman and fireman. 

a ‘Very little stress is put on Washington’s birthday. Pee ko 

iy. St. Valentine’s day is a child’s day. au ee 


rae Raheny 


Pere Chaugeswin Nature, that.atect the shome: more Sum 525 an 
shine, snow melting, awakening of plant life, return "sd ee 
of animal friends. SRN Raa 


10 


New activities in the home: housecleaning, gardening, 
etc. : | 2 Beha: 
Spring sports: marbles, kites. 

Excursions to parks; care of parks. } 

Fresh vegetables and fruits on the table. Source of 
supply. 7 

Care of these foods. People who help; the ice man, ete. 
6. Sprinkling of lawns and streets. 


7. Summer vacation. 
8. The May Festival. 


The impulses, instincts and interests which are develop- 
ing at this period of the child’s growth and which make for 
the highest good of society will be provided with educative 
stimuli and food in the form of raw materials, tools, toys, 
play apparatus, musical instruments, rhymes, stories, songs, 
music for free interpretation and appreciation, contact with 
his social and material environment through excursions and 
conversation, pictures, books, and every other worthwhile 
means that can be made available. 

Self-activity is the keynote of the kindergarten; there- 
fore development from within is the dominant method used. 


RON 


ELEMENTARY SCHOOL. 


GEOGRAPHY AND HISTORY. 


The following plan for the study of geography begins with 
the interest of little children in the home, and suggests mak- 
ing conditions for added power to think, to understand and to 
do through experience; helping the children to solve the prob- 
lems and answer the questions their experiences bring to 
them; leading them out from these conditions in ever-widen- 
ing circles, from the home to the community, then the nation, 
finally the world—its people, their lives and industries, their 
dependence upon each other through trade and transportation ; 
and finally a consideration of climate and other physical con- 
ditions and their influence as they determine life. 


The plan for teaching history is based upon the conception 
that the most important factors of American history are in- 
dustrial rather than political, and that history considered as 
the means of securing an appreciation of social life, rather 
than as furnishing the mind with an accumulation of facts, is 
vitally related to experience. 


11 


In the elementary school the question of civics does not 
suggest the understanding of the elements of society so much 
as the qualification for good citizenship in the school com- 
munity—that is, taking responsibility and co-operating with 
others in work and play in a manner that) will result in the 
greatest good to all. 


There is only one key, however, that will open up to the 
little child.the great heritage that civilization constantly 
leaves behind, and that is the utilization of his never-ceasing 
interest and activity which is the strongest factor and the 
great motive power in his development, and, since all this 
realm of knowledge must flow into the human mind from or 
by means of experience only, the school must be an organiza- 
tion for work. It must be a place where the activities of the 
home and society may be carried on in such a way that the 
children may ‘take part in them,—a place for the gaining of 
social experiences. Fortunately the occupations which are a 
necessity for our daily living are being recognized as a means 
of education; but they become a means of education only as 
‘the child through his own activities becomes able to interpret 
the social and industrial life, first of his own environment and 
finally of the world. 


First Grade. 
Geography 


The Home. Good pedagogy and common sense both de- 
cide that a child should first be brought into contact with 
that part of the world which is his own immediate environ- 
ment and with those people whose work contributes directly 
to his life. In considering with the child his own home, 
the members of the family, the division of labor and re- 
sponsibility, the work of the home, its conveniences and 
arrangement, the teacher realizes that the child’s actual world 
is a very small one and his home the very center of it. The 
teacher’s insight into a child’s regard for his home, his father, 
mother, etc. is the keynote to success in this work. The chil- 
dren are still in the play period, and demand abundant means 
of concrete expression, hence the building and furnishing of 
playhouses, dramatization and games of occupations. The 
teacher’s purpose throughout is to deepen the child’s con- 
sciousness of the meaning of his own activities and relations, 
rather than to give him a fund of information. The material 
for thought work is closely related to present experience. 
Gradually the children are led to appreciate their place in a 
wider circle of relations. 


miste 

The Farm. On account of the complexity of our modern 
life, it is impossible to follow the home activities without be-_ 
ing led out beyond the home, since the workers of the world © 
contribute directly to our daily life. Children have but little 
appreciation of the variety of workers engaged, the many 
steps taken and the labor involved to give us our daily food. 
Beyond tracing it to “the store,’ their experience does not 
extend far. They may be taken to the large markets and see - 
the variety as well as the abundance of every kind of food. 
From there a trip to a truck farm or other small farm in the 
vicinity of the city may help to realize our dependence upon 
the farm as a source of milk, butter, fruits, vegetables, grains, 
etc. The appearance of and the work on the farm at different 
times of the year; the different animals, how they are housed 
and cared for, the use made of them, how the farmer gets 
food for them in the winter, the use of machinery and imple- 
ments, and labor saved thereby; the orchard, its arrangement 
and care; the relation of the farm to the city, distances, roads, 
railroads, the packing and transporting of products; these are 
the essential features that have most meaning to the child. 
But upon further reflection he should see how the seasons 
determine when the work shall be done, and that, by intense 
work at one season and by forethought, the farmer provides 
for the season when field and garden offer nothing. Thanks- 
giving is the climax of this work. The crops are harvested, 
winter is coming, the fields and trees are bare. Food is stored 
away in abundance for every one; the sunshine, the rain, and 
the farmer’s hard work gave the good harvest—hence Thanks- 


giving. 
Other Subjects. Visits to places whose activities con- 


tribute. directly to the welfare and comfort of the home. 
Stories told and dramatized. 


History 


While children in this grade are brought in contact with 
the complex forms of modern life, they are able to appreci- 
ate very little of what they see. The function of history is to 
interpret. The complexity of our modern environment needs 
interpretation at every step. It is impossible to depict in an 
adequate way the measure of dependence of civilized man 
upon the world. Since children have but little knowledge and ~ 
no appreciation of this great problem, the greatest care must 
be taken in approaching a subject so large and complicated. 


Children of Other Lands. Is it possible to place in con- 
trast with our life vivid pictures of an extremely simple life— 


of a people whose energies are spent mainly in obtaining the 
necessities of life, directly from nature; who have no trade, 


therefore no luxuries; who form self-sustaining communities ; 
whose efforts are made to provide for a present immediate 
need? And then may we come back to the conditions of our 
own life with the hope that the children will have at least a 
little realization of their dependence upon a large world? 


The Eskimos. One type of simple primitive life is the Es- 
kimo. There are many reasons for studying the life of this 
people in the lower grades. They are living their simple life 
now and our knowledge of them is authentic; the pictur- 
esqueness and simplicity of their life appeals to the children; 
the relation of their daily life to their environment is so obvi- 
ous that a child can reason out and understand how the natural 
conditions in which they live determine their mode of life, 
their characteristics and the struggle they have to make for 
existence. ? 


In adapting the subject to the first grade, the teacher 
would consider what experiences the children have to picture 
a land where it is winter nearly all the time. By means of 
pictures and stories the winter conditions would be vividly 
presented,—the winter night, the absence of the sun; that in 
solving the problems of shelter, food, clothing, and travel, man 
is so limited by conditions, that these problems can be solved 
in one way only. With the return of the sun and the long day 
and with changes in the landscape, the same problems present 
themselves in an entirely different aspect. 


Stories of Indian Life. Excellent stories of the simple 
life of the Indian child are found in The Indian Book by W. J. 
Hopkins, An Indian Boyhood by Charles A. Eastman; these 
with Legends of Red Children by Mara Pratt, will furnish the 
teacher with a wealth of subject matter well adapted and sat- 
isfying to little children. 


The factors which make Indian life different from Eskimo 
life are in one case a temperate climate, with extensive 
prairies, in the other case, an Arctic climate, with absence of 
soil and vegetation. In order to understand the peculiarities 
and stage of development of each people, a study of these ex- 
ternal conditions is necessary. 


Other Stories. Adaptation, in the form of stories, of the 
life of children in tropical countries, will also give the teacher 
good material. In order, however, to serve the purpose of his- 
tory, that of interpretation, the life depicted must be simple 
enough to present a striking contrast to the child’s own com- 
plex relations and interdependencies of life. 


14 


Civics. In the above outline the central thought is the 
home as a social and industrial center, with the duties and ob- 
ligations of the members of the family from the standpoint of 
service rendered. The simple outside occupations that con- 
tribute to the home life with which the children come into 
daily contact bring out further the idea of community of in- 
terests and interdependence. 

In the entertainment of and service rendered to other 
members of the school and in the responsibilities of school- 
room housekeeping the children find a direct opportunity for 
social service. 


Summary. The purpose of the geography work of the 
first grade is to bring the children into contact with that part 
-of the world which is their own immediate environment and 
with those activities which contribute directly to their own 
life, through the children’s own activities. The purpose of the 
history work is to help them to get a little realization of their 
complex environment and a little appreciation of their depend- 
ence upon the labor of other people. 


Second Grade. 
Geography 


The study of industrial and social centers, especially those 
connected with the supply of food, clothing and shelter, is 
continued, through the children’s activities in the school and 
through visits in the neighborhood. ‘The constant endeavor of 
the teacher is to bring about such conditions that the whole 
school has a common interest and that each child may realize 
himself as a responsible agent in the social life of the school. 


In the study of industries the emphasis is placed, not upon 
the technical details of the industry itself, which may be com- 
plicated and not easily understood, even by the average adult, 
but upon the people themselves, their work, their life, and 
their attitude towards these. A story of negroes at work in 
the cotton fields may give more insight into the actual life of 
the cotton industry than any number of facts dealing with it. 
We may take the children as far out into the world as their 
interests and their ability to understand will carry them, their 
own life and needs always being the point of departure and 
the point to which we return. 


_A Study of Bread. The children’s love of doing things 
and the strong motive that this gives may suggest:to the 
teacher some means by which the study of bread might be in- 


ue 15 


troduced by the children actually making bread. If the bread 
is made for some particular purpose,—to be used in the enter- 
tainment of some other children, for instance, the teacher has 
added to the work the value of.social service. In the enthusi- 
asm of planning this, the children will make use of all the 
knowledge and experience they have along this line and a 
great many questions will come up that will make a demand 
for knowledge, just as the work of the world does,—a knowl- 
edge that has infinite value because it is to be put to immedi- 
ate use. This knowledge will be acquired from books and pic- 
tures, from actual experiments, and from visits to industrial 
centers as a large bakery and mill. Here the children will be 
helped to realize the social significance of their own work in 
school, to see bread-making and milling as large social activi- 
ties on which the daily life of people is dependent, and also to 
recognize their own crude efforts in the parts of this larger 
process. Through stories and pictures will be presented the 
life of the great wheat regions of our own country and of 
other countries upon which the world depends for bread. 


Other Foods. Cereals, corn and rice; fruits; tropical 
fruits; fish. These necessities and luxuries of home life offer 
a natural approach to many topics widely distributed and lead 
to a general knowledge of the world as a whole and consider- 
able detailed knowledge of it. 


Clothing. There is the closest relation between the hand- 
work of the children done with textile materials and the 
thought work. In the social life of the school the first requisite 
is that it should afford opportunity for individual service; the 
second requisite is that the service rendered should act upon 
the individual for his best growth. Not only does the hand- 
work offer the children opportunity for initiative, choice of 
material, taste in color, originality in design, but further than 
this, all textile materials and processes used must bring the 
users into close contact with the geographic and industrial 
sources from which they come,—must lead him to large in- 
formation regarding the origins and meanings of the things he 
is making and the materials he is using. A most important 
part of the subject is the science, history, geography and lit- 
erature which interprets it and makes it applicable to life. 
The stories that deal with these subjects are extremely simple 
and picturesque,—the sheep industry of the western deserts 
and mountains, the life of the cotton plantations of the South, 
the silk-raising industry of China and Japan, the stories of 
fur-bearing animals of the northern forests and the adventur- 
ous life ofthe trapper and hunter. 


16 


Shelter. The story of lumbering, because of its pictur- 
f - A x s 

esque action and outdoor setting may be made very significant. 
To introduce it, it is necessary to use a story that will give as 
much as possible of the atmosphere and feeling of the forest. 
Parts of the story, “The Heart of the Ancient Woods,” by C. 
G. D. Roberts, is suggested for this purpose. Good stories 
dealing with the life of the lumbermen may be found in recent 
fiction. 


History 


As we take the children farther out into the world and 
deal with larger industries and more complex relations in the 
geography work in this grade, so in the history we may con- 
sider a stage of development one step in advance of the primi- 
tive hunting life of the Eskimo and Indian. This would be 
man passing out of the hunting stage into the beginning of 
agriculture as pictured in Longfellow’s “Hiawatha.” 


The Story of Hiawatha. This story is symobolic of the 
development of the Indian from the hunting stage into the 
beginning of agriculture. In Hiawatha’s childhood is pictured 
the Indian as a hunter,—where the high aim of the boy Hia- 
watha is to go into the forest and kill. When Hiawatha has 
_ grown out of childhood into manhood, he goes into the forest 
and by prayer and fasting and struggle receives the gift of the 
Great Spirit and makes known to man, Mondamin. 


In the state of savagery, man depends altogether upon the 
products of the chase, or upon the untilled resources of the 
vegetation about him. As the population increases, the game 
becomes less abundant, and the people are driven gradually to 
till the soil. They become sedentary; they exercise the fore- 
thought that agriculture requires, and so advance to the next 
higher stage in development and depend partly upon the 
resources which the soil yields to their efforts. . 


Other Subjects. Children cannot imagine conditions very 
different from those of their own experiences, or comprehend 
the past as past. Their interest in.other times is trontae 
standpoint of their own ways of doing and thinking. For the 
sake of comparison, and for the purpose of appreciation of 
the conditions of their own life, in connection with the study 
of wheat we may use, the Bible story of Joseph (The Master 
of the Land of the Nile, in Baldwin’s Old Stories of the East) ; 
with the study of wool, the story of Abraham and Isaac (The 
Great Chief—Baldwin), or stories of pioneer life in our own 
community; in the study of furs, stories of hunters and trap- 


17 


pers in the North. This material serves excellently the pur- 
_ pose of history in this grade. 


Civics. Emphasis is placed on our dependence on other 
_ parts of the country and the world, and the great number of 
workers that contribute to our daily needs. 

Larger opportunities are given for entertainment and for 
responsibilities in the school community. 


Third Grade. 
Geography 


It is impossible to go very far in the consideration of chil- 
dren’s daily life and its problems of food, shelter, and clothing 
without a study of the great question of transportation and 
the modern facilities which are the great factors that enable 
us to depend upon the whole world. Another reason for mak- 
ing transportation a geography subject in this grade is that, 
while to the children in the first and second grades, stories of 
the farmer, the shepherd, the blacksmith, etc., together with 
stories embodying the fanciful element seem perfectly satis- 
factory, in the third grade there is a demand for the story em- 
bodying the elements of heroic action. Where shall we find 
better stories of heroism and dramatic action than in the sub- 
ject of transportation, whether it be the sailor at sea, the 
lighthouse keeper in his lonely vigil, the engineer in the loco- 
motive cab, the pony express rider, or the gold seeker in the 
North with his dog team? In every case they embody ideals 
that are worthy to be set up before the children—ideals of 
heroism, devotion to duty in face of danger, responsibility, 
service, self-sacrifice. 


Transportation. The subject matter deals with stories of 
modern means of transportation by land and sea, including 
stories of lighthouses, life-saving stations, and so forth; also 
modern methods of communication. For the sake of compari- 
son and of appreciation of modern life, we use stories of pio- 
neer methods of travel and communication, and stories of 
transportation and travel in cold countries, in the desert, in 
mountains. 


History 


To interpret the complex question of modern transporta- 
tion, the children should consider the beginning of trade and 
travel and the development of means of transportation by 


18 


studying a type of society different from the simple, self- | 
sustaining life of the Eskimo and Indian, where man is no 
longer dependent upon nature through his own efforts, but 
obtains the necessaries of life through interchange with other 
people. Some phases of Norse and Greek history are chosen 
as illustrations of people living in a mountainous country, with 
a scarcity of soil, where the coast is cut by deep inlets and © 
skirted by innumerable islands. Here the people were driven 
to the sea by the limited subsistence offered by the land, and 
lured to the sea by the deep harbors and outlying islands. The 
relation of these geographical facts to the life of the people is 
easily understood by the children. In Greek and Norse life the 
material is easily accessible and embodied in great literary 
masterpieces. In the sagas of the Norse and in Homer, we 
find a literature which adequately describes the age and which 
charms the children by the grandeur and simplicity of its 
style. 


Geographic conditions which encouraged early navigation 
and commerce; islands, harbors, scarcity of soil, etc. Result- 
ing industries and occupations. 


Development of Trade. How trade was carried on; 
means of transportation by land and water. The Vikings; 
where living; their houses, weapons, etc. Discovery of Ice- 
land, Greenland, and America (Vinland) by the Norse. For 
comparison, story of Nansen, his equipment and aims as com- 
pared with those of the ancient explorers. The Greeks; the 
Olympian games, the valley of Olympia, the Temple of Zeus, 
the contestants, democratic spirit shown in games, the visible 
reward. Greek art and architecture. 


Another Phase of Geography Work. Landscape. The 
children in the previous grades have watched the seasonal 
changes of the surrounding landscape, and have studied it in 
its relation as a background to the various industries that have 
been considered; they have also compared this landscape with 
those of other countries, and have seen the determining effect 
on forms of shelter, transportation, etc. 


In this grade an analysis will be made of the physical feat- 
ures of this environment, mountains, peaks, ranges, hills, val- 
leys, canyons, rivers, lakes, islands, etc.; also of the agencies 
that are shaping and modifying these landscape forms as the 
lake, running water, wind, volcanic action. 


Seasonal changes as to temperature and precipitation ; 
forms of water, rain and snow; plant societies ; types of trees; 
where forests, deserts, prairies, cultivated areas, are found; 
effect of climate on people, plants, and animals. 


19 oe 


Commercial value of mountains for irrigation, grazing, 
and mining. 

Study of people living in mountains; environment under 
similar climatic conditions ; their mode of living, houses, occu-: 
pations, social and industrial iste; the Greeks, Swiss; Norse- 
men, Scotch; effect of such an environment on the people and 
the qualities developed both here and by people mentioned. 


Civics. The various occupations in which the people of 
this city, and immediate vicinity are engaged will be consid- 
ered from the standpoint of service rendered to our society, 
for instance, the physician, druggist, teacher, merchant, police- 
man, etc. The purpose here is to give social meaning to some 
of the most important occupations and to look upon the vari- 
ous workers as servants, in their work contributing something 
of intrinsic value to our society. 

Social activities, like entertainments, parties, dramatiza- 
tions, and serving of luncheons will be continued in this grade, 
with more consideration of their meaning in relation to the 
community, both in the school and outside. 


CIVICS. 
First, Second and Third Grades. 


The great changes wrought in the life of every individual 
man, woman and child by present world conditions are mak- 
ing great demands upon the schools to train children to meet 
these new conditions as intelligently as possible. Lasting im- 
pressions may easily be made on the susceptible minds of little 
children, that will lead to habit formation. Nothing can be 
accomplished by mere ‘talk; the following suggestions are 
therefore made to be put into actual practice. 


I. THRIFT. 
What can we do to save? 


1. Food: 


School lunches. (1) Kind of food best adapted to little 
boys and girls who are growing? 

Work out simple problems to show how food can be con- 
served in simple school lunches. 

(2) Amount of food needed? Why overeating is in- 
jurious? How may we have just enough so that nothing is 
thrown away? 

Simple problems: How much bread (or wheat) is wasted 
if each one of forty children throws away one-quarter of a 
slice of bread? etc. 


ev!) 
‘Use to which the food thas saved could be put. “Starving 


children in Europe. Why they have no food. What our thrift 
will do for them. | 


2. Clothing: 


The high cost of clothing and the necessity for making 
our clothes last as long as possible. Being satisfied with sim- - 
ple clothes. Why simplicity of dress in good taste is more be- 
coming than showy dress; illustrations. 

How to take care of our clothes by keeping them Alean 
and neat; by protecting them; saving our best clothes by hav- 
ing working clothes. 


3. Health: 


(1) Sleep. Enough sleep in clean rooms with open 
windows. 

(2) Cleanliness. How to keep our bodies and clothing 
clean; how to keep clean the things we work with and the 
place in which we work. 

How to help to keep our schools clean. Avoiding disease- 
spreading dust by cleaning mud from our shoes before enter- 
ing any place,—homes, schools, public places; avoiding throw- 
ing away papers or any litter. 

(3) Strong, well boys and girls will do away with all the 
work of being taken care of when ill; will be able to do things 
for themselves and others; can help others to keep well; can 
help to make a nation of strong men and women. 


4. School Materials: 


Furniture, books, paper, pencils, etc. 

Problems involving the cost of materials used in one day; 
when and where economy may be practiced ; what saved there- 
by; what saving may accomplish. 


5. Time: 


Saving of time by making conditions for work to be done 
with the greatest economy of time. 

Making conditions for school work being completed in 
school time. 

Time outside of school hours devoted to work that the 
times demand of us all. 


Il. WORK. 
1. In School: 


Conscientious, effective work,—taking responsibility and 
each one doing his share. (This must depend largely upon the 


Al. 


teacher’s personal influence in setting up high standards and 
making the best conditions.) 


Zz. At Home: 


What the little children can be taught to help to do at 
home so that others may be free for larger responsibilities. 


3. Community Work. 


Helpfulness. Children not old enough to do much them- 
selves, but in a great many ways can be helpful to those who 
are doing the big and little things for the world. 


Fourth Grade. 
- Geography 


In the preceding grades we have taken what was near 
to the child’s own life as a starting point, and led him out into 
the world as far as his interest and ability to comprehend al- 
lowed. In the small world of his own environment he has seen 
the features of the great world outside. What the child has 
done, seen and felt must be the basis for an increase of knowl- 
edge. In this grade, however, emphasis is placed upon the in- 
dustrial life of the community, rather than the child’s own life 
and its needs. 


1. Geography. .of Utah. A survey of the home commu- 
nity from the standpoint of its industries and products and the 
physical conditions which determine them; use made of prod- 
ucts; where surplus is sent; what the community contributes 
to the rest of the state, the country, the world; what the com- 
munity depends upon industries and people of other parts of 
the world for,—all this is in turn fundamental and applicable to 
society in any country and to understand these types of human 
activity in their relation to surface and climate is one of the 
main objects in the study of geography. 

2. Inthe study of the geography of Utah we have an in- 
exhaustible storehouse of material, with an endless variety of 
typeforms. In order to see the physical features of our state, 
first, as the background and determining factor in the indus- 
tries and life of the people and, second, as material that will 
help in the interpretation of other parts of the world, it is 
necessary to see Utah as parts of two distinct and widely dif- 
fering physical units, namely the Great Basin and the Colorado 
Plateau. 


The Great Basin extends from the Wasatch Mountains 
to the Sierra Nevada Mountains and is characterized by its 


Le 


aridity, which in turn is the reason for its being an inland 
drainage area. A study of its striking features, the relation 
of surface features to climate, the existence of different cli- 
matic conditions in the past, the existence of two great pre- 
historic lakes in the Great Basin, evidences of their former 
existence and the ways in which the former existence of Lake 
Bonneville affects present-day life, should lead to the inference 
that we live in a region in which Nature has done her work in 
a marvelous and unusual manner. East of the Wasatch Moun- 
tains lies the Colorado Plateau region extending to the Rocky 
Mountains. Its characteristic features are the gigantic arch- 
itectural forms into which the elements have chiseled the face 
of the land. Instead of gently sloping valleys or mountain 
ridges and peaks, there are a succession of horizontal terraces 
ending in cliffs. The walls of the cliffs are symmetrically 
carved and sculptured, and gorgeous with the hues of many 


colored stone. Everywhere the plateau is channelled with’ 


many streams of rain and melting snow into deep promon- 
tories and cut into buttes and towers of stone. In this region 
are the towers and temples of the Virgin River, the scenery of 
which is not excelled even by that of the Grand Canyon itself; 
Water Pocket Canyon, one of the most stupendous and im- 
pressive gorges in the whole plateau region; and the Natural 
Bridges of southeastern Utah of which Professor Cummings 
says, “In the far southeastern part of the state, nature has 
molded the earth’s crust into forms so strange and fantastic 
and dyed them in a coloring so rich and varied and spread over 
all such bright sunshine and such clear wholesome atmosphere, 
that few places in this western wonderland surpass it in mag- 
nificence of scenery.’ Here also, the development of a people 
now extinct, the cliff dwellers, is plainly traceable in the ruins 
scattered over the southeastern part of Utah, where the dens- 
est portion of its ancient population seemed to have lived. 


When we realize that all this stupendous work of-Nature 
is the result of aridity, and that, on account of little rainfall, 
the rocks of the plateau are unprotected by vegetation; that 
the little rainfall comes with violence adding swiftness to the 
streams that furnish the power, while the eroded rock mate- 
rial becomes the tools, we get a little insight into the relation 
of surface features to climate. 


Between these two regions are the Wasatch Mountains 
and plateaus, the height of which is sufficient to wrest the 
moisture from the air and store it to give life to the valleys 
below, which with the work of man have become beautiful 
oases in the desert that stretches east and west of them. 


Simple Study of the United States. The relation of our 


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& ae, pcre 3 he yee | 


23 


own state to the rest of the country in terms of our surplus 


products and where they are sent, and what we depend upon 


other parts of the country for, introduces fourth grade chil- 
dren to a simple study of the United States, from the stand- 
point of wheat, corn and cotton belts; grazing country and 
cattle and sheep products ; manufacturing and mining regions ; 
the large cities that are the distributing centers of these areas 


-as Salt Lake City is the distributing center of the intermoun- 


tain region. 


Study of the World as a Whole. The stories of Columbus, 
Vasco da Gama and Magellan will indirectly emphasize the 
form, movement and size of the earth. 


In the distribution of land and water, main divisions of 
land and sea, continents and islands, and oceans; people on 
the earth and their distribution, the method of procedure and 
the purpose should be to reveal to the child “the world at 
work” and he should begin to realize not only the work neces- 
sary in meeting the needs of daily life, but also some of the 
physical conditions determining this life. He should see his 


‘dependence upon others and the need of his doing his share in 


the world’s work. 


History 


We have so far considered three steps in the develop- 
ment of social life——the Eskimo, the simplest form of prim- 
itive life, the hunting stage; the Indian, passing from the 
hunting to the beginning of agricultural life; the early Greeks 
and Norse, people no longer dependent directly upon nature, 
through their own efforts, but obtaining the luxuries and nec- 
essities of life through intercourse and interchange with other 
people. The next step is to consider a people with generations. 
of civilization back of them, going into an unsettled wilder- 
ness to make new homes. 


Pioneer Stories—Their Value. The pioneer stage, with its 
background of primitive, social and industrial conditions,makes 
a strong appeal to the child. In the pioneer stories we find even 
better materials with which to satisfy the child’s craving for 
the heroic and adventurous than we find in the stories of 
chivalry, or of the Greek heroes. For, while to the men and 
women who pushed into the West, adventure and heroic ex- 
ploits were only means to accomplish a great purpose, these 
to the race in the earlier times were often the aim and only 
contents of life. The life of the pioneers reflects the sim- 
plicity of the child’s own life. Whatever the pioneer did, 


24 


whether fighting Indians, hunting big game, felling trees, or 
clearing the ground for a log cabin, it all had an immediate and 
direct purpose. The child’s own purpose is immediate and 
direct, it concerns the present rather than the future. The 
surroundings in which the pioneer lived his life, his depend- 
ence upon his own physical and mental powers for his liveli- 
hood; his picturesque costume—in fact all the elements of 
pioneer life appeal very strongly to the little child. The pio- 
neers found themselves, in conditions that children delight in 
reconstructing for themselves, and the problems that con- 
fronted the pioneers are those that children like to grapple 
with. The pioneer stories of American history have all the 
elements of heroic action, strong plot and picturesque setting, 
which the child loves, and something more—authentic his- 
toric material. From an historic standpoint, the work and 
achievements of the pioneer can hardly be over-estimated. It 
is well that children should see how much we owe to the men 
with the ax and the gun; that they should see what it cost to 
gain a continent. In their physical strength and endurance, in 
their courage and moral purpose, in the willingness with which 
they sacrificed their lives for home and country, the pioneers 
give models worthy of imitation. pe 

The pioneer period of American history has still another 
feature which makes it extremely valuable; its industrial and 
social life is very simple and easily understood by the children. 
In the industrial life of pioneer days the child will see the be- 
ginnings of the industries which at the present day are so 
complicated and highly organized. 

However complex our present industrial organization is, 
it can be reduced to a few simple elements, and these elements 
can be understood by a study of the pioneer history of our 
country. 


Pioneer History of Utah. This subject divides itself into 
two parts: 


1. The story of the Pioneer Journey. 


2. Industrial Development of Utah. 
The story of the Industrial Development of Utah. 


(1) Irrigation. In Utah, almost alone of the far-Western 
states, settlement began with home making, pure and simple. 
When the pioneers entered this valley and determined to make 
their homes here, they happened to locate at almost the exact 
geographical center of the great arid region of North America. 
At the very threshold of their life in this new country, they 
were confronted by something utterly strange to them in the 


= Pott Wret ah. Mr Ao." 4 
4 as er SO nae 
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ne ke ere tae 


25 


conditions of life. They soon learned that they had staked 
their whole future upon a region which could not produce a 
grain of wheat, an ear of corn, or a blade of tame grass with- 


out skillful irrigation. It was this emergency which led to 


the first work of irrigation by white men in the United States. 
With no absolute conviction of sttccess, but with fear and 
anxiety perhaps, the first crop was planted, and the result of 
the experiment awaited. In spite of all difficulties, the results 
demonstrated that a living could be wrested from the desert 
when men should learn to adapt their industry to the condi- 
tions. This was the beginning of irrigation on the continent 
of America by the Anglo-Saxon race, the first encounter with 
the problem:of aridity and the discovery that its successful so- 
lution was the price of existence. The people had no money to 
invest in large enterprises,—nothing but labor to furnish. In 
an arid land it was impossible for a man to build his home and 
make his living regardless of his neighbors. Without water 
for irrigation, life was impossible. One man alone could ac- 
complish nothing. ‘Thus it was found that association and 
organization of men was the price of life and prosperity in 
the arid West. 

(An interesting question in connection with the beginning 
of irrigation in Utah is what the government is doing at the 
present time to reclaim the arid lands of the West and the na- 
tional reclamation project that has been constructed in Utah.) 


(2) How Utah was Settled. Of all the Western states, 
Utah is the only one which was settled by a systematic pro- 
cess and for a definite purpose. In 1845 General Fremont’s re- 
port of his explorations in the Great Basin were published, 
which led to the setting forth of a large body of pioneers, 
which reached Salt Lake valley from July 21st to 24th, 1847. As 
other pioneers arrived, they were sent to take up desert lands. 
With the spirit of missionaries they went forth and made the 
reclamation of these lands their task. By 1856 the settlements 
extended from Cache valley in the north to St. George in the 
south. They followed the Wasatch mountains in making their 
settlements, only one settlement, that of Tooele valley, being 
made to the west. Thus the Wasatch mountains and the fact 
that they are high enough to wring the moisture from the 
upper air and store it and send it to the valleys in streams 
were the determining factors in the settlement of Utah, as 
they are the determining factors in the life of the people today. 
What would Utah be today if the Wasatch mountains were 
no higher than the Oquirrh mountains? 


(3) The Manufacturing Industry. In pioneer days the 
home was a self-sustaining industrial center. The pioneer 


i 26 


community consisted of a collection of families living in little 
homes, who, in order to live were carrying on the hardest 
kind of labor. There was division of labor and responsibility 
and even the boys and girls were proficient workers. The 
household was a manufactory, turning out a variety of crude 
_ products to meet the various needs. Gradually specialization 

began by members of the community devoting their energies 
to certain lines of work in which they excelled. They were 
called upon to render services upon which the community 
came gradually to depend. On account of isolation, necessity 
compelled the production of many articles, which otherwise 
might have been imported, and drove the people into finding 
means to manufacture them. It was thus discovered that from 
the many resources about us a large proportion of the mate- 
rials used at home could be made, and in early times the self- 
supplying faculty of the people was developed under great dif- 
ficulties, and they learned to do many things in a primitive 
way that have been refined and expanded until at the present 
time Utah has more manufactories and more varied manufac- 
tures than any other intermountain state. (See Geography 
outline.) 


(4) The Mining Industry. The quiet life of an agricul- 
tural community was best suited to building up the society 
and homes of a religious people, and any incentive that tended 
to draw other influences into the community was not encour- 
aged. From time to time stories would go forth in the settle- 
ments that discoveries of gold, silver, or lead had been made 
in some canyon or mountain side, but the people were advised 
to let mining alone and give all their attention to farming and 
stock raising. There was probably farsighted wisdom in this, 
for what would have become of the community so far re- 
moved from centers of civilization if they had turned to a 
search for sudden wealth? One of the first discoveries of min- 
eral wealth was in the early fifties, when the pioneers of Salt 
Lake valley began to cut down the timber that then grew so 
abundantly in Bingham canyon. In 1863 Ft. Douglas was es- 
tablished by General Connor, who encouraged the enlisted men 
to prospect for gold and silver in the mountain ranges. Rich 
silver-lead ore was discovered in Bingham Canyon, and it was 
here that the first mining location was made in Utah. The 
report of this discovery soon spread and within a short time 
much attention was given to the new mines. 


This brought into the community a new element, from 
one point of view undesirable, but it gave the farmers markets 
for their surplus products, and in turn lessened some of the 
many activities of the home. (See Geography outline.) 


27 | : > 


(5) Commercial Enterprise. Although each pioneer 
household carried on its production in more or less independ- 
ence, a tendency to co-operation and specialization appeared 
early. Journeys to the nearest distributing centers would be 
undertaken by those best equipped. Gradually the task of 
transportation would be given over to those who could devote 
themselves largely to this special activity. Again, the prod- 
ucts of the several farms were not equal in quantity and the 
standards of life varied with the different families. Hence 
arose the device of exchange. These conditions would war- 
rant the establishment of a general store, which would serve 
as a clearing house for local exchanges, and a channel through 
which to import manufactured goods. The establishment of 
the store gradually affected the economic activity of the com- 
munity. Since many things heretofore home-made were now 
obtainable, they became less and less articles of domestic man- 
ufacture. 

For some years the means of transportation and of com- 
munication with the outside world was the long train of em- 
igrant wagons. As the population increased, particularly in 
California, the first mail route west of the Missouri, a monthly 
stage line from Independence to Salt Lake, 1,200 miles, was 
established. The era of the Overland Stage from the river to 
the coast was about eight years beginning in the fall of 1858. 
It was an Iliad worthy of its Homer. In difficulties, dangers, 
hardships and relative dispatch, no other large scheme of pas- 
senger transportation in human history has matched it. 


The Pony Express carried mail between the East and Cal- 
ifornia ror about two. years. It ran. from Indepéendence-to 
San rancisco,. 1-950 miles: Its: time was: ten days. -It ém- 
ployed five hundred of the fastest horses that could be found, 
two hundred station keepers, and eighty riders. It had one 
hundred ninety stations, sixty-five to one hundred miles, or 
even more, apart, according as water chanced. It was the 
proud record of the Pony Express that in all its dangerous 
achievement it lost but one mail. 

The completion of the first transcontinental railroad 
brought to an end this first era of western transportation and 
ended the days of isolation. 


Another Chapter in the History of Utah. Coronado’s ex- 
pedition (1540) in search of the Seven Cities of Cibola, which 
probably came within the southern boundary of the present 
state of Utah, links the history of our state with the period of 
discovery and exploration. The first effect of the voyages of 
Columbus and his successors was to arouse the spirit of ro- 
mantic curiosity to fever heat. Before the newly-found lands 


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Puen lt. eal Paige DT ata tak ht ORS aial TAMIL oa athe rat ann Ra Wc Bea at it 
; Aa, ‘ 2 


28 


had been explored, there was no telling what they might not 
contain. Upon one point, however, most of the early adven- 
turers were thoroughly agreed. The newly-found coasts must 
be near Cipango and Cathay, and it was taken for granted that 
these countries beyond the Sea of Darkness abounded in rich 
treasure which might be won without labor more prosaic than 
fighting. The brilliant conquest of Mexico by Cortes and of 
Peru by Pizarro made the Spaniards, in their greed for gold, 
ready to believe any story, however exaggerated, of the splen- 
dor of the distant lands. Reports of wonderful cities in the in- 
terior, with doorways studded with precious stones and with 
fabulous wealth of gold and silver aroused much excitement 
among the Spaniards in Mexico. Coronado was sent out to 
find these cities. Subordinate explorations were undertaken 
by detached parties, one of which, commanded by Cardenas 
discovered the Colorado river. They were the first white men 
to view its wonders, and in trying to get beyond it they came 
so far north as to be within the boundaries of what is now the 
state of Utah. The expedition was a complete failure; no gold 
was found and the wonderful cities about which so much had 
been said were merely Indian pueblos of sunburned clay. 


Coronado’s expedition is of no importance in itself, as it 
led to no results. For our purpose it is important because it is 
the first coming of white men to this part of America of 
which we have a record and because it connects the history of 
our home country with early American history. It is also im- 
portant as being typical of the early explorers, their purposes 
and mode of living. 


More than two hundred years elapsed before this state of 
ours was again visited by men of whom we have any reliable 
record. Inthe meantime, through the self-sacrificing labors of 
the Franciscian priest, missions were being established in Cal- 
ifornia from San Diego to San Francisco. The necessity for 
communication between the newly-established missions and 
Santa Fe led to the search for an overland route that should be 
shorter and more practicable than by way of the Pacific. This 
expedition was undertaken by the priests Dominguez and Es- 
calante in 1776. They had heard of a large interior lake that 
was connected with the Pacific by a large stream. The maps 
which they followed are very curious and show how limited 
and erroneous was the knowledge of the geography of the 
country. They followed the Green river, named by them the 
San Buenaventura, to its sources in the Uintahs, crossed the 
Wasatch mountains by way of the Provo valley and canyon 
and reached Utah lake. Winter was approaching; lots were 
cast whether to continue the journey or to return to Santa Fe.. 


yA) 


It was decided to return, ick Hey did, by way of western 
and southern Utah. 


While Coronado’s excursion into the interior is typical of 
one set of explorers, the gold-seekers and adventurers, the ex- 
cursion undertaken by Dominguez and Escalante illustrates 
the missionary zeal which made men start on perilous expedi- 
tions into an unknown country. 


Up to the nineteenth century, while men did not estab- 
lish any permanent settlements in the intermountain region, it 
continued to be what it had been before the advent of white 
men, the hunting ground of the Indian. During the early part 
of the ninteenth century, the region became a field for the fur 
hunter, trapper, and Indian trader. Fur hunters had undoubt- 
edly long before this come down from the North. French voy- 
agers and trappers from the Hudson Bay company may have 
had a fairly good knowledge of the country, but they left no 
records except vague traditions which were handed down to 
the fur traders and pioneers of the nineteenth century. From 
these latter we have reliable accounts concerning their jour- 
neys. The fur trader is an interesting figure in our history 
and one with which the children should become familiar. The 
fur trader’s life is exceedingly attractive to the children in the 
fourth and fifth grades; it is adventurous and is spent in the 
open field, in canoes and in narrow trails. The fur traders es- 
tablished stations, and names of rivers and places are still sug- 
gestive of this chapter of our local history. 


However, the fur traders only occupied the country; they 
did not settle it. So until the middle of the nineteenth century 
we find no permanent settlements in Utah and the surrounding 
district. Gold-seekers and fur hunters are the actors in the 
early half-mythical part of our history; it was for the pioneer 
farmer and the miner to claim the wilderness and by their 
labors open it to civilization. 


Civics. Our City Organization. How we protect our- 
selves and our homes: fire, police and health departments ; dis- 
posal of garbage and sewerage. 

How we provide ourselves with conveniences and neces- 
sities: water supply, reservoirs and distribution of mains; 
streets, sidewalks, bridges; illumination of the city; street 
cars, telephone, telegraph, mail service. 

How we educate ourselves: schools, libraries. 


How we look after the unfortunate and poor: hospitals, 
infirmaries. 

Many of the activities carried on in the lower grades will 
be continued if convenient. All these activities are closely re- 


30 
lated to, and receive their social significance through, the study 
of the above topics. 


Fifth Grade. 
Geography 


In a study of the leading industrial areas and centers of 
the United States and their relations through commerce, the 
main point is to prove that a certain area is safe in producing 
that for which, by certain physiographic and climatic condi- 
tions, it is best adapted, exchanging its products with and de- 
pending upon other areas for other necessities. 

The obvious and most interesting phases of geography 
are related to the industrial and social conditions in any com- 
munity. This means that the physical features should be sub- 
ordinated to the life conditions, not only in the degree of em- 
phasis given each, but in the approach as well, the causes being 
developed through the study of the related life consequences. 
On the other hand, the life side of geography is insignificant 
unless seen as great consequences of physical causes, and a 
need for knowledge of these causes should be developed in 
the pwpil’s minds. Therefore, we may introduce the subject 
through the geographical reader and use the text book at 
first to answer and explain the questions that arise. Later we 
may use the text book for its concise organization and ar- 
rangement of subject matter. 

Time may be saved and greater definiteness of ideas at- 
tained by associating industrial areas with the grouping of 
states in sections. Thus the industries of each section are seen 
in their proper perspective, the most important standing out 
most prominently, but those of lesser importance also being 
seen as a true part of the whole. 

When the life conditions of the whole country have been 
studied and the physical causes have been sought as interpre- 
tation, it is well to spend some time on seeing the United 
States or North America as a physical whole made up of 
parts each of which is a physical unit. 

The climatic conditions, after being studied as a factor in 
each industrial area may be considered from the standpoint 
of the country as a whole. (1) The Pacific Coast, where the 
annual temperature is higher than in the central and eastern 
parts due to the prevailing Westerly winds and the modifying 
influence of the sea. As a result there is heavy precipitation 
and the mountains are densely timbered. There are two sea- 
sons, the dry and the rainy season, determined by the direction 
of the prevailing winds. (2) The Plateau Region, where 
the mountains are barriers to the Westerly winds and the pre- 


Gt 


cipitation east of the mountains is slight. The results are the 
desert-like conditions of the Great Basin and the Plateaus. 
(3) The Great Central Valley; the openness of the valley 
north and south and the distance of the interior from the mod- 
erating influence of the sea result.in great range of temper- 
ature. Cyclonic storms caused by areas of low pressure, mov- 
ing eastward from the northwest are important factors in the 
rainfall and changing temperature of the interior. The dimin- 
ishing rainfall of the Central valley from east to west is seen 
in terms of vegetation in the forests of the Appalachians and 
the Gulf Coast; the prairies, the semi-arid plains; and the arid 
plains west of the one hundredth meridian. (4) The Atlantic 
Coast. The reasons for the differences in temperature, rain- 
fall and vegetation as compared with the Pacific Coast are 
found in the direction of the prevailing winds. 


Dependencies of the United States. How acquired; 
value ; sources of responsibility. 


Other Countries of North America. These may be studied 
in a general way in comparison with the United States. 


Physical Structure of North America. The physical divi- 
sions of North America may be seen as: 1. The Primary 
Highlands, the Cordilleras. 2. The Secondary Highlands, the 
Appalachian and the Laurentian mountains. 3. The Great 
Central Valley, divisions in three large river basins. 4. The 
etiantic.and. (ult Coast Plain. -5..: The. Great. Plateau-re- 
Sones 0. 1 ne Pacing, Coast, 


History 


The Pioneer History of the American people from the At- 
lantic to the Pacific. 


The Pioneer phase of our history with its background of 
primitive social and industrial conditions, makes a strong ap- 
peal to the children of this age, in particular to all children liv- 
ing in this locahty; what still give color and individuality to 
this western community, are the stirring events which took 
place within the memory of people still living, events that are 
only a repetition of pioneer conditions on the Atlantic sea- 
board two or three centuries ago. The pioneer period of our 
history is the inexhaustible storehouse of American folklore, 
and should give of its wealth to our boys and girls. Few pe- 
riods in the history of the human race are so full of action, of 
romance, and of human interests as is this great drama; its 
actors are men and women who willed and conquered and sub- 
dued the wilderness for our use. In furnishing nourishing ma- 


OL 


terials for a period, when the child wants adventure, heroic 
action and romance, it is perhaps superior to the wandering of 
the early Greeks as depicted in the Iliad or the legends of the 
Middle Ages. To the pioneer, adventure and heroic exploits 
were only the means to accomplish a great purpose, while 
they, to the earlier races, too often were the aim of life. 


Another advantage that this period has is that it is so near — 


to us both in time and its effect upon our daily lives; what we 
are today, we owe to those stalwart men and women who 
pushed westward across the Alleghanies, and whose descend- 
ants a century later crossed the Rocky Mountains. 

“The study of pioneer life in concrete forms throws into 
relief the difficulties in a primitive society of overcoming the 
obstacles in nature. Pioneer life reveals with great distinct- 
ness the intense difficulties which beset men in the earliest 
stages of growth, when the most necessary things as food, 
ammunition and tools were hard to obtain. We desire also to 
obtain an appreciative insight into the’ social, economic and 
political society in which we now live. One of the greatest 
lessons in history is to discover how, out of simple early con- 
ditions, step by step, our present society and government have 
grown. There is no place where the simple foundations upon 
which the Americans have built their institutions are seen with 
such clearness as in pioneer life. 

“As a means of moral education, the history of pioneer 
life is offered with great confidence. Moral impulses and dis- 
positions are cultivated by giving the ripening mind of the 
child a chance to admire and approve right actions in others. 
In studying the lives of men, we pass judgments and pass them 
with fervor. The feelings and incentives aroused pass over 
into moral convictions which influence actions.’—MeMutrry. 


Civics. Ventilation and sanitation will receive spe- 
cial attention; principles worked out and applied to the school 
room; engine room visited and the connections with our 
school studied. Committees of the more mature and respon- 
sible children may be appointed to give particular attention to 
the ventilation of the school rooms of the building. Applica- 
tion of the principles of sanitation to the city; their social sig- 
nificance; topics of paving, street cleaning, sewerage, water- 
works, etc. 


Sixth Grade. 
Geography 


I. Mathematical Geography. 
Relation of the earth to the sun in terms of heat, winds, 


ie 
Seok 


Os 


- rainfall, vegetation, and industries based on conditions in 
South America. 

~The subject of mathematical geography will be found to 
have but little significance and interest and to be difficult to 
understand unless its relation to life and conditions of life can 
be seen. The climatic conditions and their relation to vege- 
tation and industries in South America are illustrated on such 
a broad and simple scale as to be easily understood and when 
once comprehended can be applied later to the study of other 
continents where these relations are more complex. 


Illustration. 


1. The tropical forests of the Amazon Valley. The Equi- 
nox—March 21, vertical rays of the sun at the equator ;—pre- 
vailing winds, the trade winds, cause of, direction of; equa- 
torial rain belt; result of excessive heat and moisture, vast 
tropical forests, the Selvas of the Amazon; animal life, people. 
Similar conditions prevail at the autumnal equinox—Septem- 
ber 21. | 

2. The grassy plains of the Orinoco Valley. Shifting of 
vertical rays of the sun to the north;—shifting of belts of 
trade winds and equatorial rains; rainy season, luxuriant veg- 
etation, extensive grassy plains. Southward movement of the 
sun; shifting of belts of trade winds and equatorial rain belts 
to the south; prevailing winds, westerly winds, dry season; 
result of wet and dry season; desert like conditions prevail 
during part of the year, luxuriant vegetation in rainy season; 
the Llanos; animal life; people. 

3. The grassy plains of the La Plata Valley. Conditions 
of dry and-rainy seasons, similar to those of the Orinoco Basin 
exist here and for the same reasons, the seasons occurring, 
however, at opposite times of the year, hence the grassy plains 
called Pampas. 

4. Westerly winds from latitude 30 degrees south, re- 
sults, rainfall on western slopes of the Andes, temperate for- 
ests; desert on opposite side of mountains. 

5. Apply these general principles to the study of the 
other continents; how modified, reasons for, results. 

Reasons for continental climate of North America and 
Asia, results in terms of vegetation and life. Reasons for 
warmer climate of Europe and results; reasons for monsoon 
conditions in India, results. 

6. Latitude, longitude and time as well as the study of 
ocean currents may be made concrete and interesting if illus- 
trated by stories of voyages of discovery. 

7. Study of the revolution of the earth and changing 
seasons needs a background of actual observation. This can 


34 


best be obtained in the nature study and the daily observa- 
tions in the preceding grades. 


II. South America. 


Our growing trade relations with South America and the 
effect of the opening of the Panama Canal on these relations 
form a motive for teaching South America. 

Study based upon products which South America con- 
tributes to the rest of the world and articles imported to sup- 
ply the needs of the people. 


1. Tropical Products—Coffee, Rubber, Etc. Methods of 
cultivation and exportation. Regions of tropical forests; rain 
and wind belts; luxuriant vegetation; Amazon river system; 
typical animals; natives; means of transportation; exporting 
centers. 


Z. Temperate Products. Wheat, animal products, etc. 
Methods of production. Llanos, pampas, river systems; rain 
and wind belts; transportation; exporting centers. 


3. Mineral Products. Gold, silver, copper, etc. Methods 
of production ; value of mineral products. Character of Andes 
mountains, transportation; exporting centers. 


4. Trade Condition, exports of raw material, imports of 
manufactured articles. Trade relations with Europe; with 
the United States. 


5. People. Religion, language, government. 


6. Study of Surface Features. Notice resemblance of 
structure to that of North America. 

Differences in life and occupation of North America and 
South Almerica due largely to differences in climatic condi- 
tions and race and character of people. 


7. The Panama Canal. 
III. Europe. 


1. Study based upon products exported to Europe from 
the United States and imports to the United States from 
Europe. 

2. Physiographic features as controls of products, indus- 
tries and lite. 


35 


History 


I. European Background of American History. The 
features of European history to be studied are those that will 
help to place American history in its proper setting and should 
consist of (1). Those phases that interpret the America of 
today, its civilization, its institutions and its traditions, and 
(2) how the movement for discovery and colonization origi- 
nated. There are certain periods of history which are so inter- 
woven with modern life, which form such a background for 
all our actions and thinking that to be ignorant of them is a 
serious drawback in life. As an illustration we may recall 
that several centuries before the Christian Era, Greek influ- 
ences were paramount along the Mediterranean shores of 
Europe and Asia, and Greece was practically a country with- 
out ‘borders, and the Greek merchant a dominant force. In 
studying causes like these that have exercised a vast influence 
upon the world, we must learn man’s social and political insti- 
tutions, ‘his literature, religion and philosophy, for in them 
only do we find organization and unity. The ideal life of the 
Greeks presents a high standard that is a heritage for all time, 
and the heroic age of the Greeks is a treasure house of the 
best examples. 


Some centuries later, a wave of reform spread along the 
Mediterranean and resulted in the expulsion of the tyrants 
from, Greece and the kings from, Italy, and with that the real 
history of Rome begins,—the republic whose growth and de- 
velopment was the marvel of all time. When Rome reached 
a period in her history when expansion to the northward be- 
came a necessity, she encountered the Germanic peoples who 
held the northwestern part of Europe, the fiercest and most 
warlike of all the peoples of Europe, who although defeated 
were never conquered. Four hundred years of Roman occu- 
pation produced a result, for the invaded people were apt 
scholars and learned not only the science of war, but also the 
arts of peace from the invaders. They even surpassed their 
eachers, leaving the latter far behind. The Christianization 
of Europe became the fit supplement to round out the educa- 
tion derived from the Greeks and the Romans. After the fall 
of the Western Roman Emipire, it took a thousand years for 
Western Europe to adjust itself to its new environment. 


II. Discovery. 


During all these centuries the outlook of Europe had 
been toward the east—here were hostile people to be feared 
and here were rich products that were desired, and through 


36 


the interest, more and more absorbing that Europe had in 
Asia the discovery of America was finally effected. The not- 
able landmiarks in the topic of discovery that organize the sub- 
ject matter into a unit are (1) the relations of Europe and 
Asia, which since prehistoric time had consisted of trade ana 
war; the danger that threatened Europe from the Turks in 
the tenth century; the response to that threatening danger, 


the Crusades, which augmented the trade and the knowledge 


of Asia to enormous extent; the fall of Constantinople and 
the necessity for finding a new route to the Indies. (2) The 
search for the Indies; first, Portugal trying to find the new 
route by sailing around Africa, out of which sprang the ques- 
tion of a “shorter” route which Columbus conceived as lying 
westward and which he believed himself to have found in 
1492. 

The teacher’s work is to make that great fifteenth century 
real, to show why the first attempts to navigate the ocean 
were so slow and painful, what heroism that marvelous voy- 
age of Columbus on an unknown ocean cost, how little geo- 
graphical knowledge the people of that time possessed, and 
how slowly that knowledge had been gained. 

(3) The Work of Two Centuries, which was the work 
of discovering the extent of the continental mass of North 
America and determining its relations to Asia. This was the 
work of Spain, France and England. The main point in this 
last topic should be to show why the Spaniards were conquer- 
ors; how the work of France and England in discovery and 
exploration grew out of the use to which Spain put her Amer- 
ican treasure; and that England's destruction of Spain’s Ar- 
mada called the Invincible was the opening event in the his- 
tory of the United States,—the event that made all that fol- 
lowed possible. 


Civics. An organized effort to beautify first with clean- 
liness and order, then with decoration, the sixth grade school- 
room, the halls, the immediate surroundings of the building. 


Civic improvement of our city; how to make our city 


beautiful. Comparison of our city with other cities in ou§ 
country and in foreign countries from the standpoint of a 
beautiful city. The beauty of the natural environment of our 
city. 


Seventh Grade. 
Geography 


. As industrial geography is adapted particularly to the in- 
termediate grades, phases of commercial geography deserve 


a ed Seek. y "> enn. ry’ SS 
Spiga i es eis me 
+; nt ee ab ae ; : 
ar a See A 
: mA, Vide has : 


; + 


37 


emphasis in the upper grades. Its importance as a part of the 
necessary training for modern life has led to its recognition as 
the necessary climax to elementary school geography. The 
study of physical conditions and life conditions culminates 
here in a consideration of interdependence through commercial 
relationships seen as consequences of physical influences and 
controls. | 


The physical has no place in school geography except as 
the determining cause of existing life conditions and should 
be taught with that idea constantly in mind. This result may 
best be obtained by placing before the pupils a problem worth 
solving, which may be disposed of only through the study of 
physical features. If some problem is presented that can be 
solved only by knowing such facts as position, surface, drain- 
age and climate, in themselves uninteresting, the pupils may 
not only take up the problem, with interest, but will have a 
central thought which will bind the subject together and make 
of it a unit. In this way facts may be so related that they will 
become a permanent possession rather than a collection of un- 
related items. It must be distinctly understood, however, that 
the problem must come of itself out of the subject discussed, 
otherwise it will lack motive and nothing has aroused interest 
in the problem. The problem must originate in something vital, 
for instance, a study of the people of Europe will lead to the 
problem, Why is Europe, the smallest of the continents, most 
important in the progress of the world? The answer to which 
will largely be found in its'advantages of location, coast line 
surface, climate and drainage. 


I. Eurasia. 


1. Comparative study of the world empires. 


In the study of Asia special emphasis placed on the pos: 
sessions of the British and Russian empires and of Greater 
France and Germany, and upon such countries as China and 
Japan, main purpose to show the position of those countries 
among the leading nations of the world. 

As far as possible the subject should be approached from 
the standpoint of a definite interest that these countries and 
people have for America. 

2. Physical features and climatic conditions must be seen 
as a unit—the continent of Eurasia as a whole. Study physical 
features and climatic conditions as determining factors in the 
life, industries and characteristics of the people. 


II. Africa. 


When the foreign possession of the nations of Europe 


38 


have been studied it will be found that there are only two in- 
dependent nations in Africa—Liberia and Abyssinia. ) 
The problem then becomes to interpret Africa as the re- 
gion of greatest colonial exploitation in the world. The in- 
ferpretation is found in the retarded development of the native 
population which in turn is seen as the result of natural dis- 
advantages—location, surface, drainage, climate. 


III. Australia. 


Chapters in English history to show the success of Eng- 
land as a colonization nation. History of Australia. Import- 
ant civic experiments. Study plateau structure, prevailing 
winds, rainfall, desert conditions and inland areas, in their ef- 
fects upon the development of the continent. 


IV. North America. 


Study the United States in large units dealing with im- 
portant industrial sections, their distribution of products and 
resources and the physiographic and climatic conditions as 
determining factors. 

Teacher’s main purpose—to bring within the pupils’ com- 
prehension the recent advance made by the United States as 
one of the leading nations in the world; the opportunities of- 
fered to immigrants in the development of our resources; the 
rapid increase in our population; the growth of cities and the 
expansion of our trade relations. 


V. South America. 


Resemblance to North America in structure—differences 
in climatic conditions, hence differences in industrial and so- 
cial relations. Emphasis placed on physiographic features of 
importance as controls of products and commerce. Causes of 
trade conditions—exports of raw materials, imports of manu- 
factured goods. Why trade of South America is largely with 
EKurope—opportunities of the United States. Religion, lang- 
uage and government of the people. Future of the people of 
South America. 


Eighth Grade. 
History 


I. Expansion. 


The expansion of the English speaking race on the con- 
tinent of America began with England’s successful planting 
of permanent colonies on our Atlantic coast. The first consid- 
eration is how and why a relatively democratic type of society 


39 


grew up in New England and a relatively aristocratic type in 
Virginia. This was due not to differences in the social quality 
of settlers, but in some degree to differences in church politics 
and in a far greater degree to the different economic circum- 
stances in Virginia and New England. Out of these condi- 
tions grew different industrial and social conditions and differ- 
ent ideas of local self-government which more than anything 
else determines the character of a community as aristocratic 
or democratic. The people of the southern and middle colonies 
lived under conditions which made expansion necessary, but 
when they reached the mountains they found the French dis- 
puting their sea-to-sea claims. 


Our second consideration is the supremacy of the English 
which was the result of (1) the geographical conditions on the 
coast plain which gave them protection, isolation and cohesion 
and enabled them to carry out their purpose of founding 
homes. As regards real colonies planted in the wilderness, it 
is obvious that success cannot be achieved unless large num- 
bers oo (there to stay.. Creating a. state-involves creating 
homes. (2) The inherent characteristics of the English peo- 
ple,—England’s insular position has resulted in a hardy race 
of sea-faring people, who, secure in their boundaries have been 
free to develop and push independent enterprises ;—genera- 
tions of training for self-government, the kind of political 
training that combines civil liberty with respect for law, which 
enables every city and town to govern itself, but at the same 
time makes national unity possible. The policy of giving free 
play to individualism and allowing all types of character, all 
shades of belief and all varieties of temperament to flourish 
has evolved.a race of people in the highest degree original 
and enterprising. We may also see the underlying causes of - 
England’s success by contrasting English and French methods 
of colonizing. This will help us to-appreciate the loss of 
Hrance-of her vast empire on the continent of America ; see 
England, even in 1763, as the greatest colonizing power in the 
world; and the triumph of Wolfe over Montcalm as a turn- 
ing point in modern history. (3) Our third question is the 
consequences of the French and Indian wars which culminated 
in the Revolution. Among these one of the most important 
. was the heavy debts with which the long struggle had bur- 
dened both England and the colonies. The former tried to 
lighten her load by putting more burdens on the trade of the 
latter. The colonies replied by refusing to have commercial 
intercourse with England, and began to develop their own 
resources, which led to the way to industrial as well as pol- 
itical independence. Geographic factors may be seen as causes 
of the Revolution in differences of geographical conditions, 


40 


7 


climate, soil, economic methods and therefore of social and 
political ideas, which rapidly differentiated the colonies from 
the mother country. | 


The Appalachian barrier was significant in that it limited 
the colonists to a strip of coast where they were most easily 
retained under British domination. Held under the thumb of 
British rule, disaffection rapidly ran its course. from protest to 
rebellion and from rebellion to independence. When the con- 
flict came the colonies were all of one mind. The spirit of 
union which animated them can be attributed in no small de- 
gree to their close contiguity, while the contracted area en- 
abled them to operate in a solid mass against the enemy. The 
Revolutionary war, its campaigns and battles may be seen as 
(1) three movements on land by the British against the col- 
onies. (2) Conflicts on the sea frontier, which was open to — 
attacks by the British fleet. (3) The Conquest of the North- 
west, where every step of the advance of the sturdy pioneers 
was contested by the savage Indians, whose attacks were in- 
stigated by the British soldiers who held the forts of the 
Northwest. With passionate loyalty in his heart and realizing 
that peace and safety could be obtained only by driving the 
British out of the country, George Rogers Clark had led the 
hardy settlers in the defense of their homes against British 
allies of the Indians. The forts were captured and the right of 
conquest added to the claims for territory when overtures 
for peace should be made. 


Much criticism has been made and especially at the pres- 
ent time, that the Revolutionary war has been taught as a 
struggle between the English people and the American people, 
when in reality it was a struggle between two hostile prin- 
ciples, each of which was represented in both countries. In 
winning this good fight, our ancestors won a victory for Eng- 
land as wellas for America. George III was striving to fasten 
his despotism upon America in order that he might later fasten 
it upon England. Fiske says, “If the memory of Georgé III 
deserves to be execrated it is especially because he succeeded 
in giving to his own selfish struggle for power the appearance 
of a struggle between the people of England and the people of 
America; and in so doing he sowed seeds of enmity and dis- 
trust between two glorious nations that, for their own sakes. 
and for the welfare of mankind, ought never for one moment 
to be allowed to forget their brotherhood.” (4) The fourth 
question is the acquisition of Louisiana and the work of the 
teacher is to lead pupils to reason out that the acquisition of 
this territory by the American people was inevitable. The ex- 
pansion of the Westerner and the oneness of the great River 
Valley were working together for one purpose. Race power 


41 


and geographical conditions were operating to the same end. 
(5) After the acquisition of Louisiana the westward expan- 
sion of the American people is closely associated with the 
question of slavery. Westward expansion in the south meant 
a westward expansion of the southern social and industrial or- 
ganization. The Ohio River became a continuation of the Ma- 
son and Dixon line and separated the two distinct types of so- 
ciety of the North and the South. As time went on the ac- 
quisition of territory became not only a question of more land, 
but of gaining control in Congress. The additional influence 
of the South gained by the settlement of new states favorable 
for the extension of slavery meant a renewed guarantee of the 
preservation of southern institutions. The line laid down by 
the Missour1 Compromise was for the purpose of maintaining 
a balance of power between the North and the South; how- 
ever the Louisiana Purchase gave more land to the North than 
to the South. This resulted in events that culminated in the 
annexation of Texas, the Mexican War and the Mexican Ces- 
sion, which carried the American possessions to the shores of 
the Pacific. | 

A compromise with England over the Oregon territory 
settled our northern boundary at parallel 49 degrees, and the 
annexation of Oregon came as a reply from the North to the 
annexation of Texas. 

The great crisis of the Civil war had the effect of checking 
expansion and generating an anti-expansionist feeling which 
nearly prevented the purchase of Alaska in 1867. 

For over a quarter of a century there was no increase of 
United States territory. The opening of the Pacific Coast led 
to a great development of trade with the Far East as a result 
of which the Stars and Stripes were hoisted on several smaller 
Pacific islands. One result of the Spanish-American war was 
the conquest of Porto Rico and the Philippines and incident- 
ally the annexation of the Hawazian Islands, this, with our 
later Canal Zone and the Danish West Indies closes the history 
of America as a purely continental power. 


II. Development of American political institutions. 


1. To see American history as an organic whole requires 
that the student shall find one idea, the growth of institutional 
thought and feeling manifesting itself in all the details of that 
history. 

The problem of civilization has been to develop centrali- 
zation and retain liberty. In the older civilization of the world 
we see that in getting centralization they destroyed freedom, 
while Greece understanding local self-government did not un- 
derstand union, The study of our colonial history prepares 


42 


the way for an understanding of the great work that ledsto 
the formation of our nation. This is the period when the 
forms and functions of local self-government had full and 
free development, when the government of American town 
and township, county and state had their genesis. In the con- 
flict between the French and English for the possession of 
North America we see two forces, centralization and local 
self-government, arrayed against each other. After the Rev- 
olutionary War, one great danger was that the principle of lo- 
cal self-government so well understood by the colonies would 
prevail to such an extent as to make national unity impossible. 
The study of the Constitution will show that it was the binding 
together of these states, leaving them their local freedom, 
that gives us our “Union and Liberty.” 


In the events from 1760 to 1789 the teacher must decide 
which will give the pupils the greatest insight into the move- 
ment toward unity of thought and action, their proper co-ordi- 
nation and subordination. The period will then be no longer 
a chaos but each event will stand in its place of historical sig- 
nificance. 


Parliamentary legislation was driving the colonies farther 
from England, closer to one another. This expresses itself in 
two contrasting phases, from 1760 to 1783 Union against Eng- 
land on the basis of the rights of Englishmen, from 1775 to 
1789 union against England on the basis of the rights of man, 
of which the Declaration of Independence gives the best for- 
mal expression, embodying the ideas on which the struggle 
was to be waged and on which it was to be justified to the 
American people and the rest of mankind. We see the move- 
ment toward nationality well under way by 1785 and the 
struggle for its attainment going on with increasing force 
though the convention of 1787 and the ratifying conventions 
of the states which constitute the last series in the great 
movement toward sovereignty as a basis of union. With 
their consummation the form of the nation comes into being. 
In the following years known as the Period of Weakness we 
trace party divisions arising from interpretations of the Con- 
stitution. It was a period of dangers from foreign dominations 
and domestic troubles almost equally threatening. In the 
attitude of Washington toward the French Revolution and 
European difficulties in general, the Monroe Doctrine was 
foreshadowed. 


2. The aggressive policy of England and France shown 
in various ways proved that independence had not been fully 
secured. The failure of coercive means on the part of the 
young republic forced upon the country the conviction that 


43 


war was a necessity. Political feeling about the war was in- 
tensely bitter. The Federalists, strong in New England and 
the northern states and controlling much of the wealth of the 
country, denounced the war as vigorously as the South and 
West favored it. The necessary growth of manufacturing in 
this country during the period when intercourse with England 
was stopped by the embargo and the war led to the establish- 
ment of manufacturing in the United States. The war thus 
made the United States independent of England in the matter 
of manufacturing and enabled this country to throw aside for- 
‘ever the degrading restraint which England had forcibly im- 
posed upon American seamen and American commerce. A 
protective tariff was introduced soon after this war to foster 
the infant industries in America. 


3.. the Slavery ‘Question. .. [he first, controversy : over 
slavery and the first compromise was made in the Constitu- 
tional Convention and thus we see our country passing into 
the shadow of the Civil War as it is merging out of that of 
the Revolution. In the War of Secession the love of union 
had become so strong that thousands of men gave up their 
lives for it. In 1785, the love of union as a sentiment for which 
men would fight, had scarcely come into existence. We should 
see that slavery was introduced into the colonies to meet the 
demand for labor which the cultivation of tobacco made. The 
first English settlements consisted in the main of vigorous, en- 
terprising and intelligent people, but laboring people were 
relatively wanting among them. The result was that the col- 
onies lacked that stratum of population upon which the de- 
velopment of a state depends. The Colonies had more than a 
fair proportion of intellectual capacity but less than their 
share of rude human strength. To supply this need slaves 
were imported. The effect arising from the introduction of 
negro slaves into the Atlantic coast colonies was for a time ad- 
vantageous. As the commercial success of the English col- 
onies in the first two centuries of their history depended upon 
the introduction of tobacco and cotton into the commerce of 
the world, this served to promote the growth of our race on 
this continent in a very important way, for an extended trade 
with the Old World meant a degree of wealth to the new. Al- 
though the American people in the end paid dearly for the 
good which they won through the institution of slavery its 
immediate effect was to have in this new and rude land a cul- 
tivated class. It led to the rapid accumulation of wealth and 
brought the people sooner into a condition in which they could 
control their own destiny. 

It had been expected that slavery would die out, but the 
improved means of transportation, the rapid movement of the 


44 


people westward, the invention of the cotton gin and steaim- 
driven machinery for spinning and weaving made a great de- 
mand for cotton, and slavery took on a new and vigorous life, 
and made the southerners anxious to defend slavery against 
possible attacks from the North. We have seen how, with the 
purchase of Louisiana, the acquisition of territory and slavery 
are closely allied. 

Each acquisition demanded a new compromise until at 
last no compromise could stay the irrepressible conflict. 

In the study of the Civil War the main points to bring out 
are that (h) Slavery; State Rights and Secession «were athe 
causes. (2) The plan of operation made by the North was 
threefold: to capture Richmond, to open the Mississippi, to 
blockade Southern ports. A fourth feature was added in 
Sherman’s campaign in Georgia. 

(3) Two opposing sets of political, social, and industrial 
ideas surged in the hearts of the armies of the two sections 
and should be heard in the roar of opposing cannon and seen 
in the flash of the sword or gleam of deadly bayonet. 

4, The Civil war is followed by a study of the conditions 
of the two sections at the close of the war and the work of 
reconstruction. 

5. The events of the last years of the nineteenth and 
the early years of the twentieth century were such as to cause 
the United States to assume the authority and the responsibil- 
ities of a world power. The United States came rather sud- 
denly into that position for though the annexation of Hawaii 
had been forseen, no one was prepared for that of Porto Rico 
and the Philippines and the unexpressed protectorate over 
Cuba and Panama. At the end of the Spanish American War 
the situation of the United States in the eyes of the world was 
radically changed. Americans themselves felt that the day 
had come when they were called upon to play a part in the 
broader affairs of the world even at the cost of sacrificing 
some of their cherished ideals. 


PRIMARY READING AND LITERATURE. 
METHOD. 


Children who come to us in the first grade are not always 
ready for even the simplest lessons in formal reading. There 
is, therefore, much preparatory work to be done by the 
teacher, such as giving manual training, including weaving 
and sewing, going on excursions and following these by con- 


45 


versational lessons. There should also be memorizing of 
good poems, reproduction and dramatization of good stories, 
the singing of beautiful songs and the playing of games. 

Through all such work children are gaining experience, 
and these experiences lay the ena eD for the reading which 
comes later. 


PRINCIPLES. 


“Associate the written or printed symbol directly with the 
things symbolized or with images of real things.” 


“Repeated acts of association are necessary to function 
words. Ihe greater the interest, the greater readiness to 
function and the fewer the acts of association necessary.” 


“The fewer the number of acts required to function 
words, the greater the economy.” 


“Whatever assists in acts of association may be used in 
teaching reading, but the less artificial the device the better.” 
—Francis W. Parker. 


poNaecaiaeransan aneeae 


First Grade. 


The first lessons given the children are not, properly 
speaking, reading, but the association of the spoken with the 
written or printed form. To illustrate, let us take the lesson 
“Food” from the series of lessons on the Eskimo, adapted 
from Schwatka’s Children of the Cold by Anna Youngberg: 

Early the next morning, long before the little Agoonack 
is awake, her father goes and looks for his dogs. He knows 
where they are, but you and I could never see them. Ask, 
“Where do you think the dogs make a warm, cosy place for 
themselves when they have to sleep outdoors in the cold?” 
As the child says “under the snow” the teacher writes the 
phrase upon the board. What do they do when Agoonack’s 
father whistles to them? 


The answer “runs to him” will be written. And so on 
through the story, the teacher questioning and writing the 
children’s answers. 

Then ‘he brings out his sled (picture) ; does it look much 
like yours? What does he do with the sled and the dogs? 
Where do you think he puts the biggest and strongest and 
wisest dog? How many has he to pull his sled? When 
we drive a horse we hold the reins in our hands; what do we 
tell the horses with the reins? Does Agoonack’s father 


46 


have reins to drive his dogs with )picture)? Then how 
must he tell them what to do? I wonder why he puts his 
wisest dog at the head of his team? If the dog at the head 
minds what he says what will all the other dogs have to do? 


Agoonack’s father takes his seat on the sled and ‘braces 
his feet firmly. ‘With the long lash of the whip trailing on 
the ground he cries “Ka, ka” to the dogs, and brings the long | 
lash over the heads of the dogs with a loud crash,—over their 
‘heads,—he does not touch them with the whip—I wonder 
why. He steers the dogs straight toward the bright star in 
the north and faster and faster the dogs run. They come 
to a big pile of snow and ice called hummocks (pictures) ; 
why can they not go very fast here? At last they come to a 
place like this (picture), and here Agoonack’s father leaves 
the dogs. What does the tell the leader to do? I wonder why 
the dogs drop down and breathe so fast with their mouths open 
just as soon as they stop. There they will lie, glad to get a 
rest, until their master comes back to them. 


In the meantime Agoonack’s father goes off some dis- 
tance. Everywhere is the smooth ice and underneath the ice 
is the deep, deep water of the sea. What lives in the sea? 
Besides all the fishes in the sea there are seals (picture) ; do 
they look like fish? What do they swim with? But they are 
not fish even if they can live in the sea and swim. And do 
you know what they are covered with? They have the nicest, 
softest fur that makes such warm\, pretty coats and caps and 
muffs for people. But there is something else about the seal 
that is very strange. You know a fish can stay in the water 
all the time and it can breathe in the water. What would 
happen to you if you got down into the water and could not 
get up out of it? What would happen to a fish if you took 
it out of water? The seal is not like a fish, it cannot stay in 
the water all the time. Every little while it has to come up 
to the surface of the water and take a long breath like this. 
But how can it do that if the thick ice covers the water? Well, 
if you could look down under the ice, this is what you would 
see (illustration, see page 155 in Schwatka’s Children of the 
Cold). Here is the thick ice; here is the water under the ice; 
here is the snow on top of the ice;.and here comes the seal 
swimming in the water, and here is an opening it has made in 
the ice—what is it coming right up to the top of the water for? 

Sometimes the mother seal finds a breathing hole where 
the snow is very deep; then she hollows out a little house 
under the snow like this (see page 158 in Children of the Cold), 
and here on the ice under the snow she leaves her little baby 
seal, while she swims off into the sea in search for her break- 


~ 


47 


fast. Do you know what she will find for breakfast? When 
she comles back where will she find her baby? Why is that a 


good place to leave her baby? Why could not the mother 


seal take the baby seal with her when she swims away off in 
search of food? 

Now let us see what Agoonack’s father has been doing 
all this\ time. You remember that he told his dogs to lie down. 
Then he walked away, and all the time he was down on the 
eround as if he were searching for something. At last he 
finds it, and what do you think it is—a seal’s breathing hole! 
He sits down on the ice and is just as quiet as can be. What 
do you think he is waiting for? Why must he be so quiet? 
He sits as still as he can and after he has waited such a long 
time, he hears a faint little sound under the snow, what is it? 
Then quick as a flash he takes his spear and runs it down into 
the hole, then he pulls it up, and what has he caught? He 
fastens a rope to the seal and drags it over to the sled. How 
will he get the seal home? What must he do so the seal 
won't drop off the sled when the dogs run so fast? That 
night they have a fine supper in the little snow house. How 
does the mother cook it? What do the children like the best 
of all? 


In the study of the ten or twelve lessons on this sub- 
ject, the children should have functioned such words as these: 
snow, ice, cold, bear, north, Eskimo, birds, lamp, stars, meat, 
dogs, sled, hunt, fur, bones, skins, coat, hood, games. 

The interest in the subject and the constant repetition 
will insure the learning of the above words and many phrases 
such as “under the snow” “‘in the water,” “down the hill,” “on 
the rocks.” 


If, when Mother Goose rhyimes, such as: 


I’ had a little pony, 

His name was Dapple-gray, 

I lent him: to a lady, 

To ride a mile away; 

She whipped him, she lashed him, 
she rode him through the mire; 
I would not lend my pony now 
For all the lady’s hire. 


are being recited by the children, they are either written upon 
the board or printed upon a chart, the children can follow the 
words as the ryhme is repeated. 


The samie plan should be used in teaching a new poem or 
a new song. Have the song or poem on the board or chart. 


48 


As the song or poem is being taught have the children follow 
with the eye as they sing or recite, the teacher pointing. 


A Good Play. 


We built a ship upon the stairs 
All made of back-bedroom chairs, 
And filled it full of sofa pillows 
To go a-sailing on the billows. 


We took a saw and several nails, 
And water in the nursery pails; 
‘And Tom said, “Let us also take 

An apple and a slice of cake ;’— 
Which was enough for Tom) and me 
To go a-sailing on till tea. 


We sailed along for days and days, 
And had the very best of plays; 
But Tom. fell out and hurt his knee; 
So there was no One left but me. 
—Robert Louis Stevenson, 


A Child’s Garden’ of Verses—Charles Scribner’s Sons. 
Sweeping and Dusting. 


Don your cap and apron, 
Take your willing broom, 
Open all the windows 

In the dusty room; 

Move the chairs and tables 
Cover all the books, 
Sweep in all the corners, 
Dust in all the nooks. 


Now the sweeping’s over, 

We will dust the room, 
Wipe off evry dust speck. 
Brought forth by the broom; 
Put the chairs and tables, 


Each in proper place; 
Till the room is smiling, 
With its wonted grace. 


Songs of the Child World—Riley and Gaynor. 


In all that has been mentioned the teacher has from the 
first had in mind that the mechanics of reading should be 


* 


49 


taught, but that the child’s attention should be upon the con- 
tent rather than the form. 

The interest in the song or story for the sake of the song 
or story makes the functioning of words more than possible, 
makes it inevitable. 

Think of the economy of time and effort, if, while learning 
these particular songs and poems, the children also learn the 
words, caps, aprons, broom, room, chairs, tables, books, dust, 
stairs, nails, water, pails, cake, play, days, pony, lady, mile, 
away and others. ; 

No teacher should think however, that these words will be 
retained if they are not put before the children very soon and 
often. : 

The teacher should keep a notebook in which all words 
thought to have been functioned are put. These words should 
later be printed upon a chart and a lesson given as follows: 

Who can find the words telling what we don before begin- 
ning our sweeping? Caps and aprons are found by the chil- 
dren. What did Robert Louis Stevenson build his ship of 
when he was a little boy? “Chairs,” is found. Question for 
other words in like manner. 


“You may close the door, John;” 

“Vouwmay al stands” 

“You may bring me the books;” etc. Directions such as 
the above may be given by writing them upon the board. The 
requests should be complied with, without any spoken word. 

Directions for games may be given in the same manner or 
by having them printed upon a chart. Example: 

Show me how you get teady for a game. 

It will be “Changing Seats.” 

Can you play it quietly? 

Ready), Changewvlett! 

Change forward! 

Change right! 

Change backward. 

You should now be in your own seat. Are you? 

Games for the Playground, Home and School—Bancroft. 

To familiarize the children with words this game may 
be played. The teacher can print names of animals or of ob- 
jects on cardboard, mount pictures to correspond, and place on 
ledge around the room. The children can match word and 
picture. The one getting the most has won the game. 

Soon after the opening of school in September the teacher 
should print the children’s names on cardboard and place them 
on the ledge around the room. If the children are told that 
these are the names of those in the room it will not be long 


50 


before they will know their own, and the names of their class- 
mates. ) 


Children gain much power through the study of phonics. 
This, however, does not often show greatly in the independent 
word-getting, until the second or third grade is reached. 


Such words, as: has, is, his, as, on, it, these, etc., should 
be taught during the phonic period. 


A printed vocabulary of about two hundred words should 
be the child’s before book work is begun. 


FIRST USE OF BOOKS. 


If the teacher has been successful in these preliminary 
exercises the book work will be an easy matter. When first 
taking the books it is well to begin in some such way as this: 
Write the difficult words upon the board, or have them printed 
upon a chart. 


Tell the story, and as you talk, point to the words. These 
words form the skeleton of the story. If there is any doubt 
in the mind of the teacher as to the children knowing the 
words, she may have them compare those on the chart with 
those of the book. This makes the reading an easier task, and 
the hard words have been taught in their proper connection. 


Still another way of giving a book lesson is to take a story 
of great interest and ask the children if they can tell from 
the pictures what the lesson is about. If they say “The little 
red hen,” let them show you where. it says, “The little red 
hen,’ then ask what she found; then, where it says seed; so 
on through the lesson finding the words plant, cut, thrash, 
mill, grind, flour, bread, eat, etc., as different questions are 
asked. 


Long stories such as the one mentioned are desirable 
because of the continuity of thought demanding continuity of 
expression. Avoid the choppy sentences found in the first part 
of most of the first readers. 


READERS. 


Natural Method Primer. 

Natural Method First Reader. 
Story Hour Primer. 

story Hour First Reader: 
Reading Literature Primer. 
Reading Literature First Reader. 
Boy Blue and His Friends. 


51 


Second, Third, and Fourth Grades. 


1. Class have books open to a new lesson, and one of 
great interest. Teacher questions for answers to be found in 
the first paragraph. Answers to be given either in words of 
book or the child’s own as the teacher desires. The entire 
lesson conducted in the same manner. Do not let questions 
contain too many of the words found in the text. 


This sort of lesson demands close attention. The concen- 
tration is upon the thought rather than upon the form. It 
leads to independent thinking, for each child has something to 
find out for himself and by himself. 


It helps the child to get the main point or points of the 
lesson. It is an excellent language lesson. 


2. One book, easy reading. Children take turns in read- 
ing to the class. 

This lesson is a test of each individual as to articulation, 
enunciation, pronunciation, etc. It develops self confidence in 
the reader. 

' It gives an audience to the one reading, thus stimulating 
the child to do his best. 


3. Each child has a short story or fable and is given a 
certain time in which to read it. The story reproduced. 

Mach chiles reads same story..* Books deft at seats.. The 
children and teacher talk over what is read. 

In both lessons silent reading is developed. If the child 
knows he has a certain time in which to read a story or fable, 
he will concentrate his energies upon the reading. In the re- 
production, the teacher is able to tell if the thought is grasped. 

The talking over of the lesson read will add interest to 
the subject. 

4. ‘Teacher and children read a story, the teacher reading 
the harder parts. 

When teacher and children read stories together a mutual 
sympathy and friendly understanding springs up between 
them. 

The teacher reading the harder parts not only gives a 
standard but often makes possible the reading of many pieces 
of literature it would otherwise be impossible to read. 

The teacher should prepare carefully for this reading. 

5. Much reading for an audience; to other schools; to 
other classes in the same room; to parents, for morning exer- 
cises; for Friday. afternoons. 

6. Reading for dramatization. The children exhaust the 
selection of its images and render it beautifully if they are 
getting ready to present it as a play to a real audience. 

Motivation is great in both of these methods. 


52 


7. Picturing lessons:that-are not pictured is very inter- 
esting to both children and teacher. 

Take a lesson such as “The Mice in Council,” if it is not 
pictured in the reader. Let the children read it silently and 
then draw two or three of the most important scenes. 

Many of the stories that have been sold in previous grades 
the child will delight to read again, and the impressions and 
images he already has will be recalled and strengthened. 

It is in the lower grades that a taste for good literature 
should be cultivated. If the child wants information upon a 
certain subject, take him. to the author who has this informa- 
tion written in the best English. He needs the myth and 
fairy story, the historical story, the poem; and the function of 
the teacher at this point is to know and to give the best that is 
to be had. 

“As long as we accept any method literally and carry it 
out in all its details as it is set forth by an authority, the 
method remains our master. Our control over the method 
dates from the time when we learn to modify it, and to adjust 
it to each present situation.” 


Second Grade. 


Reading Literature Second. 
Story Hour Reader, Second. 
Natural Method Reader. 
Fairy Reader. 

Second Fairy Reader. 
Fairy Stories and Fables. 
Another Fairy Reader. 
Mother Goose Village. 
Robinson Crusoe. 


Third Grade. 


Reading Literature, Third. 

Story Hour, Third. 

Natural Method, Third. 

Robert Louis Stevenson Readers. 
Young and Field Literary Readers. 
Wagner Opera Stories. 

Four Old Greeks. 

Viking Tales. 

A Child’s Garden of Verses. 

Old Greek Stories. 


Fourth Grade. 


Old Stories of the East. 
Stories from Arabian Knights. 


oul 


Fanciful Tales—Stockton. 
King Arthur and His Knights. 
Docas. 

Pinnochio. 


LITERATURE. 
Fifth Grade. 


In this grade the emphasis should be placed upon the real 
hero. Stories that have a historical setting or background, 
realistic tales of adventure, appeal to children of this age. 
Tales of fancy still find a welcome. 


Let the child be given studies of greater continuity from 
the masters now. To this end use Hiawatha (abridged). 
Read Introduction: The Peace Pipe; The Four Winds; Hia- 
watha’s Childhood; Hiawatha and Mujekeewis; Hiawatha’s 
Fasting; Hiawatha’s Sailing; Hiawatha’s Wooing; The Wed- 
ding Feast; Hiawatha’s Friends; Hunting of Paupaukeewis; 
The Famine; The White Man’s Foot; Hiawatha’s Departure. 
Select only choicest parts for oral work. Let pupils read some 
portions of poem silently and report, keeping unity of poem 
intact. While studying the Indian the pupil may also read Lit- 
tle Moccasin’s Ride—from Indian Stories Retold from St. 
Nicholas; and other suitable Indian stories. 


Page Story Book—Thomas Nelson Page; Miraculous 
Pitcher, Three Golden Apples, Golden Touch and other tales 
from Wonder Book and Tanglewood Tales—Hawthorne; King 
of the Golden River—Ruskin ; Colonial Stories Retold from St. 
Nicholas; Fifty Famous People—Baldwin; Indian Stories Re- 
told from St. Nicholas; Western Frontier Stories Retold from 
St. Nicholas; Civil War Stories Retold from St. Nicholas ; Tom 
Sawyer—Mark Twain; Life of Lincoln—Ida Tarbell; Life of 
Daniel Boone. 


Poems to Be Studied. Birds of Killingworth, Paul Re- 
vere’s Ride—Longfellow; Pied Piper of Hamlin—Browning ; 
Shepherd. of King Admetus—Lowell; Gradatim—Holland ; 
Landing of the Pilgrims—Hemans. Excelsior, Old Clock on 
the Stairs—Longfellow; Order for a Picture—Cary; Sheri- 
dan’s Ride—Read; Barbara Frietchie—Whittier; Nauhaught, 
the Deacon—Whittier ; Lucy Gray—Wordsworth; Knee Deep 
in June—Riley. 

For Thanksgiving. When the Frost is on the Pumpkin— 
Riley ; Columbia’s Emblem—Proctor; The Corn Song—Whit- 
tier; The Thanksgiving Turkey—Vawter; Thanksgiving Din- 
ner that Flew Away—Butterworth; and others. 


54 


Sixth Grade. 


Much of the work in this grade may blend with the dis- 
covery and exploration period of American history. To get 
the spirit of these times read: 


Sagas of the Northland. Thorwald’s Lay—Lowell; Chal- 
lenge of Thor, Olaf’s Return, Iron Beard, Building of Long ~ 
Serpent, King Svend, Olaf’s War Horns, Olaf’s Death Drink 
and Nun of Nidaros (from Saga of King Olaf, Longfellow) ; 
Skeleton in Armor—Long fellow. 

For sight work the pupils may read again Northland He- 
roes and Viking Tales. Cruise of Lief the Lucky may be read 
by teacher or at home. 


Songs of the Sea. Columbus—Joaquin Miller; The Re- 
venge—Tennyson; Ye Mariners of England—Campbell; A 
Wet Sheet and a Flowing Sea, The Sea, the Open Sea—Corn- 
wall; The Shipbuilders, The Fisherman—Whittier ; Inch Cape 
Rock—Southey; Sir Humphrey Gilbert—Longfellow; Casa- 
bianca—Hemans; The Ocean—Byron; and others. 

Discovery of America, Reception of Columbus, and The 
Voyages—lIrving, may also be read. Treasure Island—Steven- 
son, and Westward Ho!—Kingsley (to be read by teacher to 
class, or given for home reading). 


Other Literature. Kipling’s Jungle Books. For class 
work, read Mowegli’s Brothers, Kaa’s Hunting, Tiger Tiger, 
Red Dog, Rikki-Tikki-Tavi. Other stories may be read by pu- 
pils at home, if desired. 

Guides of Genoa—Twain; Wonderful One Hoss Shay— 
Holmes; Darius Green and His Flyin’ Machine—Saxe; Day of 
Judgment—Phelps; Circus Day Parade—Riley; and others. 

Lobo, Rag, and other animal stories from Ernest Thomp- 
son Seton. 


For Christmas. Birds’ Christmas Carol—Wiggin; Sym- 
bol and Saint—Field; Who Santa Clauz Wuz—Riley; Night 
After Christmas—Anon; and other Christmas sketches. See 
Book of Christmas—Mabie, for carols, stories, etc. 


LANGUAGE. 


The chief aim of the language lesson is to cultivate in the 
child habits that make for effective speech and writing. 

To develop these habits certain main points must be kept 
in view :— 

1. Language work has a double aspect—thought and 


a) 


form. The speaker or writer, to be effective, must have both 


_ something to say and skill to say it well. 


2. The child is gathering his “something to say” con- 
stantly from observation, experiences, books, etc. 

3. “Skill to say it well” is gained only as he expresses 
himself under conditions that bring out his best effort, and 
here is where he needs the helpful, tactful guidance of the 
teacher. 

4. It is not enough to know rules of speech and writing. 
The child’s fingers and tongue must be trained into proper 
language habits—to respond quickly and accurately to the 
command of the mind for expression. 

5. No person can talk or write interestingly on any sub- 
ject unless he is interested in the subject. The child there- 
fore must be given material to talk or write about that comes 
within his experiences, or can be readily brought within the 
circle of his liveliest interests. : 

6. Oral language should receive first attention in all the 
grades. Itis of far more consequence that the pupil be trained 
to speak effectively than that he write well. The ordinary 
man speaks at least 1,000 times more than he writes. More- 
over, speech is the basis for writing; the proper beginning for 
every composition exercise is therefore oral discussion. 


7. Oral and written work should be taught together— 
one reinforcing the other. To speak well, certain things are 
essential; to write with skill these same qualities are just as 
necessary. The mechanics of speech and writing, however, 
are different ; and yet there is a close relationship. 

Due attention, we feel, can be paid to matters of enunci- 
ation, modulation, punctuation, diction, etc., without loss of 
time, or neglect of spelling and grammar. To train the child 
to pronounce correctly or enunciate distinctly is to help him 
in spelling; for about half the mistakes in spelling are due to 
faulty articulation of the words. The same close relation ex- 
ists between modulation, etc., and punctuation. Train the child 
when he speaks, to emphasize properly, and you have gone far 
to help him punctuate and arrange the thoughts in written 
form. 

All this drill on the technique of expression is valuable 
only as it is given in connection with the thought to be ex- 
pressed. 

“The motive underlying the language work of the school 
is not merely to teach expression but to guide the expression, 
to direct it into correct and elegant forms always under the 
impulse of thought, of ideas demanding expression. The first 
requirement of the school in all work of expression is to cause 
the child to feel at home in the school world; to express his 


56 


thought as freely and frankly here as he does elsewhere; to 
be as spontaneous in his expression in school as he is out of it. 
This is accomplished by centering the attention on ideas of 
interest and worth to the child, not in fixing the attention 
primarily on the mechanics of form.” 


Text Books. No text books can take the place of the live 
teacher. Language is not a subject that can be taught within ’ 
the limits of any text. Yet the text book as a puidesa man- 
ual of practical exercises and suggestions may be miade very 
helpful, if the teachers will study it carefully, get its spirit, 
and enrich it with added exercises suited to the particular 
needs of her children. 


Language in Every Lesson. Langtage teaching is not to 
be confined to the language lesson alone. Every lesson is to 
a certain degree a language lesson. The teacher should be 
alert always and ready to help the child to better forms of 
speech and writing when ever occasion demands it. It is ot 
very little avail to lay stress on rules of language during the 
regular lesson, and then for all the rest of the day permit 
children to be careless in their talk and written work. 


Corrective Drills. The child must have corrective drills 
constantly to help him displace his crude and incorrect forms 
with more effective language habits. ‘These drills, to be most 
valuable, must be given with a vim and be persisted in day 
by day till the right habits have become “second nature’—till 
the language servants—fingers and tongue—have been trained 
to respond quickly and accurately with the right result. Nor 
need this corrective work be made a grind. It may be a live- 
ly language game, a brisk exercise for a few moments daily. 
Children like such tongue and finger drills if they are given 
at the right time for a few moments with happy spirit. 


Take up'a few errors at/a time and. conquer thenn:: et 
each grade do its part of the work well—center on certain 
mistakes that seem to be most common, and master these. 
The grades following may review, and add other forms that 
need atention. 


Constructive Work. Let it not be thought. however, that 
language lessons are to be mere drills for corrective work: 
The larger lessons should be made largely a building up pro- 
cess—a positive exercise that aims to help the child to origi- 
nate, to create an adequate structure of words and sentences 
for his developing thoughts. 


We must stimulate the child to try to express himself 


57 


and guide him in his efforts to the choicest materials to give 
form to his ideas. 

Begin this work by helping him build up a “live vocabu- 
lary.” When he tries to tell of his plays, help him to the 
words that belong to playtime, as, bounding, skipping, romp- 


_ ing, etc., etc. If he would talk of the birds, let him strive to 


master the bird vocabulary, tell how they sing, warble, trill, 
whistle, ripple out their rich tones, and so on. Develop in him 
the special terms his daily needs demand. 

Later on, attention may be given to the organization of 
this language material into effective groups—clear, expressive 
sentences, well unified paragraphs and the like. This is con- 
structive work. If it be done well, we shall have less need 
for corrective drills, for the child will have cultivated in him 
the proper pride that makes him! strive constantly for better, 
richer expression. 


First Grade. 


No set language lessons are usually necessary, unless spe- 
cial conditions call for them. But every desson should be a 
language lesson. See that the child’s expression is not neg- 
lected, 

The work in this grade should be entirely oral. 

The chief aim is freedom and spontaneity. Make the 
child feel at home. Let him talk freely, no matter how poorly. 
Keep him, if possible, as spontaneous in school as he is at 
home or at play. If this:be achieved, a good beginning has 
been made. 

The exercises that seem best to develop language power 
in beginning children are :— 


1. Nature Study, Geography and History. The teaching 
method consists in presenting interesting subject matter in a 
way that appeals to the children’s experiences and power of 
imagination, affording opportunities for vivid thought and 
therefore free and adequate expression; for thought and ex- 
pression are fundamentally bound together. 


2. Stories. Always an effective means of getting free 
expression. Teacher should tell artistically or read expres- 
sively many good stories. 

Use: Tell Me Another Story—Carolyn Bailey; For the 
Children’s Hour—Carolyn Bailey; First Book of Stories for 
the Story Teller—Fanny E. Coe; Reproduce many of these. 


3. Dramatization. For development of ease of speech 
and action-and general poise, no exercise is better. Let it be 
used often. No costuming is usually necessary except on spe- 


58 


cial occasions. Use the stories suggested, especially those, full 
of action and interesting characters. 

Dramatize also. various occupations, as the blacksmith, 
the farmer, etc., and let children play the home activities, as 
keeping house, etc. 


4. Poems. To recite artistic verse gives the child a cer- 
tain power to enunciate clearly, tunes his ear to the music of: 
poetry as well as fills his mind with beautiful thoughts happily 
expressed. Let him memorize poems suited to his apprecia- 
tion. If these poems are well taught, if the child be led to 
recite them again and again for love of them, he will readily 
commit them without the grinding effort that creates a dis- 
like. But to get this result the teacher herself must love the 
verse and recite it well. (See course in Literature.) 


5. Pictures. Let the teacher use artistic pictures sug- 
gestive of action, to stimulate expression. Guide the child by 
careful questions to interpret the meaning of the picture, and 
also to create stories about it. 


6. Corrective Work. Help the child by tactful sugges- 
tion and correction to overcome his errors. Do not embarrass 
him; but lead him into the habits of care and self correction 
by having him repeat the right forms. . 


Second Grade. 


Study carefully all the preceding discussion on language 
work as well as the outline for the first grade. 

Apply suggestions in your work. 

The work in this grade is still oral. 

No regular lessons in language need yet be given, but sys- 
tematic drills for corrective purposes should be planned. 

The growth in language power should be more distinctly 
marked in this grade. The children should be held to greater 
care In expression. 

Use all the exercises suggested for the previous grade, 
reviewing the poems—so long as they prove interesting. 


1. Nature Study. Geography and History. The subject 
matter leads the children farther out into the world and 
therefore makes greater demand upon the knowledge already 
acquired and their power of thought; this in turn STS 
more adequate means of expression. 


Z. Stories. Use: East O’ the Sun and West O’ the Moon 
—Gudrun Thorne Thompson; Fairy Tales from Baldwin’s 
Fairy Readers; Why the Chimes Rang—Raymond MacDonald 
Alden; Some Merry Adventures of Robin Hood—Pyle. 


59 


3. Dramatization. Use the best stories suggested. Dram- 
atize occupations; as merchant, baker; and other people, as, 
Indian, Eskimo, etc. 


4. Poems. Use those suggested in course in literature. 


5. Language games and drills to fix habits may be used, 
but the work should not be formalized. Children should be 
helped to overcome common errors; as the use of “was” for 
“were, 15" 10r. are,.~ain t,’ for “are not,” and other trouble- 
some forms. Their language will reveal their needs here. 


Third Grade. 


Text: Live Language Lessons, First Book, Part One. 
Read all the language outline for the preceding grades, and 
study well the general discussion on language. 

In the third grade a regular period for language should 
be provided cach) day 1) possible. If not, then. as oftenvas 
practicable. 

The third grade should make marked progress in lan- 
guage power. 

The oral discussion should be more systematic and should 
have definite language purposes back of it. 

Freedom and spontaneity are not to be lost sight of; but 
clearness and accuracy, with more expressive forms, should be 
sought for constantly. 

More constructive and creative work should be provided 
for. 

Simple letter writing can be now introduced. 

The Geography and History deal more with those phases 
of every day life that embody heroic action and dramatic ele- 
ments, to meet the demands of children of this age. The ex- 
pression of thought comes easily and naturally and clear and 
forceful use of language is developed. 


Poems. Use those suggested in course in Literature. 
Original verse making. 


Stores. Use: Just So Stories—Kipling; Wonder Book— 
Hawthorne; Krag and Johnny Bear—Seton; Heroes of Every- 
day Life—Fanny E. Coe. 


Corrective Work: Begin a systematic plan of helpful 
drills to help the child overcome common errors. 


Review all the means suggested for previous grades, 
Stories, Dramatic Work, Poems, etc., any of the exercises, 
stories, etc., already given. 


60 


Fourth Grade. 
Text—Live Language Lessons. First Book, Part two. 


Emphasize still the oral expression; but guide it more 
carefully. Children should be helped to tell their stories more 
clearly. 


The work here will blend closely with that of nature, ge- 
ography and other subjects. 


Creative Work. Christmas time offers many lively sub- 
jects also. Winter sports are always full of interest. Let the 
child write and talk about these. Dramatization of the 
Thanksgiving and Christmas festivities are also used for lan- 
guage work. 


Creative Verse Work. Pupils of this grade may readily 
be led to express their feelings in verse. Begin with com- 
posite work—where the class under lead of teacher creates a 
verse or more; then have the children try individual work. 
For this work, ‘Christmas, the birds, the flowers, the spring- 
time, and other subjects near and interesting to the child will 
bring good returns. | 


Letterwriting. Work up a strong motive for this form 
of composition. If possible, let the demand for the proper 
form and arrangement of the letter come from the pupils 
themselves. Then work out the reasons for these things. 
Have the pupils write and address real letters, to which they 
expect replies from fourth grade pupils in some other city. 
The subject matter may be made of a description of the Train- 
ing School, of Salt Lake City, or of Utah scenery and other 
places of interest, or of something else the pupils prefer to 
write about. Give the children plenty of practice in this work 
and make it as real as possible by having grade correspond- 
ence—one grade write to another—pupils of same grade write 
to another—write to teacher, parents, friends. During Val- 
entine time have children create the right kind of valentines— 
using beautiful sentiments and otherwise leading them away 
from the coarseness and jingling nonsense that they fall into 
during the holiday. 


Drills to overcome common type errors in grammar 
should receive emphasis here. 


Vocabulary work also should be given definite attention. 


Beginning in punctuation. Rules for use of the period, 
question mark, quotation marks, and the simpler uses of the 
comma should be taught well here. 


61 
Fifth Grade. 


Letter writing reviewed and enlarged upon. The boys 
and girls here should be able to write letters covering several 
points or paragraphs. Correspondence should be made real by 
having children occasionally write to pupils in other cities. 
Let each child take some special thing in his home town to 
talk about, or some bit of natural scenery, some trip, etc., and 
describe it well, instead of scattering over too much. Write 
also to other grades in same school or district. 


For Other Composition Work, take Pioneer stories. Let 
them interview their parents and others for early history and 
bring results to class. Have class work out original bits of 
dramatization, etc., from this: Develop little booklets of Pio- 
neer times, choosing such titles as “Grandmother’s Tales,” etc. 


Diary Work may also be fruitful. Make diaries more than 
mere dates and commonplace records. Train the child to ob- 
serve and record things worth while. 


Corrective Work. The child during this grade is given 
drill on proper use of pronouns. “It is I,” etc., and the proper 
use of he, him, etc. See that these forms are made his own. 
Study all simple pronouns here. 


Keep up the fight against slang by cultivating a pride for 
choice expression. Let the child learn the expression that will 
help him in his lively game. Enrich his vocabulary by striving 
to give him the words he needs for his play, his work, ete. 


Use Verse making here as a means of stimulating the 
child’s powers, and of increasing the vocabulary. Subjects 
such as Mountain Brooks, Songs of the Seasons, Bird Songs, 
etc., may be used. 


Other Composition. Give the children a chance at such 
subjects as— 


1. The Indian. Draw from each child his experiences 
with Indians and let him talk and write on these things, choos- 
ing titles such as, The Wigwam, the Indian Blanket, Pap- 
pooses, the War Dance, Story of the Blue Pine Nut, etc. 


2. Scenes from Sunset Land: Draw word pictures of 
our mountain country. 

3. Picturesque Characters of the West: Trapper, Pros- 
pector, Sheepherder, Miner, Hunter, Rancher, Cowboy, Pio- 
neer, and others. 

4. Canyon experiences. 

5, «the, Mines. 


62 


6. Freighting over the Desert. 
7. Irrigation. 
Of MATIC Parinine,etc.. etc: 


Sixth Grade. 


The work in this grade should show more system, more 
maturity and growth. 


Creative Composition. Suggest subjects that bring out 
the pupil’s liveliest experiences; as, The Fire 1 Saw, Excursion 
Troubles, Seeing the Circus, Canyon Outing, Getting Lost, 
Hunting and Fishing, Fun at the Show, At the Resort, At the 
Fair, The Flying Machine, Fireworks. 

Make larger use of dramatization as a phase of original 
composition. 


Language Problems. For enriching the vocabulary, set 
the child at work on such language problems as— 

Tell in a sentence how the fire department. came up the 
street. Give ten words suggesting a fire; a circus parade; an 
exciting moment; a clown; monkeys; elephant, camel, etc. 
Make a paragraph picture of a storm; a verse suggesting a 
mountain brook; a: lake;a pine srovesia Ttugced clit am om 
cited man; an excited crowd of people. 


Some formal study of the sentence as a unit of correct 
- expression, and of the paragraph within which sentences are 
arranged in orderly sequence. Use of capitalization and punc- 
tuation in helping to bring out the meaning of sentence and 
paragraph. 


Oral Composition. Train the children to give simple 
talks, not only on nature study, history topics, etc., but on 
other subjects close to their lives. Let them discuss some- 
thing they have had experience in. Each child will have some 
subject of worth to talk about. 


Every opportunity possible should be afforded the’ child 
to stand before his classmates and others and talk to some 
definite and interesting subject. 


Corrective Work. The class will constantly reveal its 
language needs. Watch the speech of the children closely, 
correct the common errors and drill on the better forms. 


The slang habit may be taken up and fought systematic- 
ally in this grade by noting the commonest phrases. Have 
children suggest them and then work out choice, expressive 
equivalents to displace the vulgarisms. 


For example, what would you suggest to correct the ex- 
pression, a “swell” peach; a “swell” hat; a “hot” game of ball; 


63 


an “awful blunder,” etc., etc. Lead the children to meet these 
things fairly and master them. 


For Enunciation and Pronunciation. Study your pupils’ 
needs and shape your work to fill them. Drill to help them 
“carve clearly” such words as: 


Overall, somebody, everybody, always, believe, probably, 
finally, naked, suppose, surprise, partner, children, brethren, 
etGwureview othe forms, suggested tor-other sorades,) Your 
reading class should help greatly in clearing up the child’s 
enunciation. 


SPELLING. 


While spelling is a form study, pure and simple, it can be 
invested with much interest when it is thought of, by both 
teacher and pupils as a necessary means to more precise ex- 
pression of thought and feeling. 


Method. (1) Devices for making use of the great law 
of association. A word is the expression of an idea. The word 
and the idea can be most easily learned, both in its meaning 
and in its spelling when the interest in the thing which it sym- 
bolizes is greatest. Words should never be studied as mere 
words. (2) Drill on difficult words. There is no escape from 
intelligent, persistent drill work, but it should always be on 
words in their proper thought relations. (3) Individual work 
with pupils. This should be done in such a way as to make a 
child his own best critic. It is better to prevent mistakes than 
to correct them; it is better to teach a child to find and correct 
his own mistakes than to doit for him. (4) But perhaps the 
most effective thing is for the teacher to create a strong senti- 
ment in favor of good spelling. Public opinion in the school 
room in support of a thing will succeed, when excellent 
methods fail. 


Preparation of Spelling Lesson. It should be borne in 
mind that some people grasp the essentials of form more 
easily through the ear; others more easily through the eye. 
In school there should be both oral and written preparation, 
both oral and written recitation in spelling; but, as there is 
greater need for the written form in spelling, there should, of 
course, be more written work. Spelling is one of the subjects 
that children can study to advantage at home. 


Written Spelling. (1) All exercises in preparing and re- 
citing written spelling lessons should at the same time be ex- 
ercises in good penmanship. It is better for the child to see his 
own work done well once than to see it done slovenly many 


64 


times. (2) Words should be written as wholes and stand 
unmarked except when syllabication or diacritical marking is 
the prominent feature of the exercise. (3) All written work 
should be carefully inspected by the teacher, until she can de- 
vise some means by which she can get her pupils to do this 
conscientiously for themselves. (4) Written spelling matches 
occasionally are suggested; also other spelling games. 


Oral Spelling. (1) Exercises for improving both enun-_ 


ciation and pronunciation. (2) In all oral spelling, separate 


words into syllables, not necessarily pronouncing each syllable. - 


(3) Occasionally an oral spelling match or other spelling 
game. 


What Words Should be Studied? (1) Those in every- 
day use in the home, at play, at school. (2) Special attention 
should be given to groups of words spelled differently but pro- 
nounced alike. 


First Grade. 


Correlated Spelling. (1) Sight-spelling of words on 
blackboard. (2) Recognition of words as wholes—no_an- 
alysis. Toward the end of the year the alphabet will be 
learned incidentally. (3) First, no formal spelling; later, a 
little memory spelling (written). 


Second Grade. 


Correlated Spelling. (1) Sight-spelling as before. Rec- 
ognition of words as wholes. (3) Analysis of words into 
letters. (4) Memory spelling, both oral and written. (5) 
Dictionary making. 


Third Grade. 


Correlated Spelling. (1) Sight-spelling (especially when | 


pupils ask to have words spelled for them in their composition 
work). (2) Memory spelling. (3) Word-building. (4) 
Dictionary making. 


Fourth Grade. 


Correlated Spelling. (4) Sight-spelling, memory spell- 
ing, word-building and dictionary making. In word-building, 
use simple prefixes, and suffixes. (1) Simple word analysis. 
(3) Exercises in choice of words leading to a simple study of 
synonyms. (4) Use of glossary in a school reader. 


ve) gta i fs) uy Wy teas 5 5 aa ae Moa ays Rist amie bea Ve atid mie paaN thy ef gets 
0, : r Re i ae On St ONT aise to 
: ‘ Nhe pia eA.) ’ 


ry 


a 


yn 


‘ak. 


nas 


ee 


*~ 


make oe ak a Salle ae 
ame : y Ss 
~~ Ca tae , * 


3 


65 


Fifth Grade. 


Correlated Spelling. (1) Same as for fourth grade. Use 
of dictionary (Webster’s High School) for definition and spell- 
ing of words used in other subjects of study. 


Sixth Grade. 


(1); Same as for fifth grade. (2) Occasional use © of 
speller. | 
Seventh Grade. 


(1) Same as for fourth and fifth grades. (2) Use of 


speller as a basis of classification and thorough review. 


Eighth Grade. 


The needs of pupils who are soon to take up high school 
work should determine the character and amount of word 
study in this grade. Much of the spelling work can be focused 
in a larger use of the dictionary. It should become more and 
more an indispensable aid in the preparation of other lessons, 
an infallible arbiter in all differences of opinion as to spelling, 
pronunciation, and meaning of words, a storehouse of rules, 
etc; 


PHONICS. 


The sounds of the English language are a part of the 
linguistic birthright of every American child. They contribute 
to the flexibility, richness and power of the mother tongue. If 
they are to be learned at all, they must be learned at a time 
when the vocal organs are supple and adjustable and the child 
himself is still largely dominated by the great law of limita- 
tion. With the phonic elements of his own language once mas- 
tered, as they should be in the lower grades, he is ready for 
those of any other language. For instance, there are only a 
few sounds in French, German and Spanish not found in Eng- 
lish, and these are more easily learned during the elementary 
school period than at any other time in life; in fact, it is 


usually the only time when they can be perfectly learned. 


Until the school can provide for some foreign language work 
in the elementary grades, it must be content with a few simple 
exercises that will assist pupils in learning to pronounce the 
words of a language that, within itself, embraces the phonic 
elements of nearly all the other great historic languages. 


First Grade. 


(1) Through games the training of the ear to hear and 
the vocal organs to give correctly the sounds. (2) Slow pro- 


66 


nunciation on part of teacher, pupils giving the word. (1) 
Classify words previously learned according to a vowel sound; 
as mate, late, fate, date, etc. Classify according to an ending; 
as blowing, snowing, throwing, etc. (4) Slow pronuncia- 
tion on part of pupils. (5) No use of diacritical marks. 


Second Grade. 


(1) Same as for first grade. (2) Analysis of words 
into sounds. (3) Incidental use of diacritical marks for long 
and short sounds is allowed, if the teacher feels that her pu- 
pils need such artificial help. (4) Word building. 

All normal pupils of this grade should be able to enunci- 
ate clearly and distinctly the forty-three sounds of the lan- 
guage, not as isolated sounds, but combined in the words of 
their daily use. 


Third Grade. 


(1) Same as for second grade. (2) Table of equival- 
ents. (3) Mark for sight pronunciation proper names found 
in reading and other lessons. 


Fourth Grade. 


(1) ‘Same as for third and lower eradés; ={(2) spear 
exercises in enunciation and pronunciation. (3) Work in 
finding words in a glossary and in the use of the diacritical 
marks preliminary to the larger use of the dictionary. 


Fifth Grade. 


(1). Same as-for fourth grade) » (2). Fable:ot diacuieiea: 
marks thoroughly learned for effective use of the dictionary. 
(3) In connection with history, simple exercises in phonics 
of Spanish in order that pupils may learn to pronounce easily 
at sight Spanish names of persons and places. 


Sixth Grade. 


(1) Phonics of the English language thoroughly re- 
viewed. (2) In connection with history work, more exer- 
cises to help pupils in pronouncing Spanish names of persons 
and places (in, for instance, Puerto Rico, the Philippines, etc). 


PENMANSHIP. 


As essentials of good writing, we include: (1) legibility, 
(2) speed, and its accompaniment ease; (3) beauty. This last 
requisite is not important 1n the orades. 


As to the character of the results obtained, the writing is 


67 


fairly legible, but speed is lacking and there is no marked im- 
provement through the grades. 

There are several reasons for the lack of speed and for 
other unsatisfactory results in writing throughout the grades, 
among which are these: 

1. There has been too much attention given to form and 
too little to speed. 

2. Too much writing in the lower grades. 

3. Lack of supervision by the teacher. © 

4. Not enough writing by the teacher, showing how the 
movement is executed—an imiportant part of the visual image 
of the learner. 

5. Lack of any common standard or of any common 
method. 

6. Uncertainty on the part of the teacher concerning the 
value and purpose of this work. 

Tack -of. explicit. directions as to ease, speed and 
movement. 

8. Desks too small. 

9. Too much copying from the blackboard, which has 
materially interfered with good writing. 


Specific recommendations are: 


1. There should be no writing in the first grade. 

2. The writing in the second grade should consist of 
work on the blackboard with directions for holding the chalk; 
also of writing on paper with pencil. The writing should 
consist of words rather than sentences. 

3. The third grade should write with the pencil of Orde 
nary size, held as the pen is held. 

4. Pen and ink writing should begin with the broad or 
ball-pointed pen in the fourth grade. 

5. In the fifth grade, a determined effort should be 
made to establish the muscular movement. 

6. The sixth, seventh and eighth grades should continue 
the practice of the muscular movement, and should employ 
this movement in all their writing, whether with pen or 
pencil. 


More general recommendations: 


1. There should be as little writing as possible in the 
second, third and fourth grades. 

2. The writing in the second, third and fourth grades 
should never be without supervision; that is, there should be 
no writing by a class while the teacher is engaged in recita- 
tion with another class. 


68 


3. We should aim in all the grades to secure a reason- 
able degree of speed and ease in writing. | 

4. ‘There should be set writing exercises, in which the 
emphasis is placed on good penmanship. Beginning with the: 
erade in which the pen is first used, there should be special 
- muscular movement exercises, consisting mainly of letters in 
series; as, eeee, 0000, nnnn, ffff, etc. : 

5. Directions should be given for placing the paper weil 
back on the desk, in order to give space for the free move- 
ment of the forearm. 

6. Blackboard work should be given throughout the 
erades with directions for holding the chalk. 

7. Teachers should be trained in muscular movement 
penmanship and in blackboard writing. 

8. There should be a uniform, standard. The only stand- 
ard of slant should be uniformity. 

It has been decided, upon the recommendation of Mr. 
Zaner, a well-known authority and teacher, that this move- 
ment should begin with the first writing undertaken with pen 
or pencil, which according to our plan, would be not later 
than the third grade. Beginning, therefore, with grade three, 
the real or peniman’s movement, should be encouraged in 
every way, and insisted on as the only proper movement by 
the time the pupil reaches the fifth grade. 


NATURE STUDY. 


Nature study has never received the attention in the pro- 
gram of the elementary school that it should. There has 
been a great deal of enthusiasm manifested for it, but when 
the daily program*’of the school curriculum is examined it is 
found that it merely is a chance study that may or may not 
receive the school’s attention. 

Nature study in the first years of school is more import- 
ant than any of the three R’s and should receive the consider- 
ation these subjects do. There is no subject that will arouse 
more interest than nature study when properly taught. Not 
only is it interesting) but it can be and should ‘be made a 
means of arousing interest in the more formal work in school. . 

One reason why nature study has not given the results 
that its friends have: hoped for it is because the work is made 
a book subject. Books should only be used as_ reference. 
Nature study is not a mere learning of facts as it is so often 
made, but a getting into touch with nature first hand. This 
means that it is almost useless to attempt to teach nature to 
children without having nature material about them. Nature 
study excursions when well planned furnish ideal conditions 


69 


of nature work. A few such trips are worth more than a 
whole year of mere text book information, “about” nature. 
No primary room should be without plant and animal life at 
any time during the year. No teacher should be held down 
by a course of study. If a child brings in a ‘toad, turtle or 
any natural material, this is the teacher’s opportunity for the 
best kind of work. 


First Grade. 


Fall. Observe: flowers, such as sunflowers, asters, gold- 
enrod; butterflies, moths, and larva. Plant bulbs either in 
pots or out of doors. Note migration of birds, especially 
robins. Choose one tree as children’s tree and _ observe it 
throughout year. | 


Winter. Learn ways of robin, house sparrow, cat, dog, 
_ chicken, horse, cow. 


Spring. Start flowers such as asters, verbenas and petu- 
nias for school or house planting; also plant a few grains and 
vegetables noting their germination and method of coming 
out of the ground. Most of the spring time should be spent 
in the school garden. Each child should have an individual 
plot of about fifty square feet. Study the robin, blue bird, and 
meadow lark. 


Second Grade. 


Fall. Continue observation of tree chosen in first grade 
and add one or more of the following: maple, elm, poplars, 
ash, boxelder, cottonwood and fruit trees. Plant bulbs, sow 
pansies. 


Winter. Learn habits of bear, coyote, rabbit, squirrel, 
chipmunk, mouse and bat in connection with geography. 


Spring. Plant seeds such as tomatoes, cabbage, cauli- 
flower, peppers, for house garden. Collect hillside flowers. 
Note house finch, black bird, gulls. Plant radishes and 
‘ onions in school garden. 


Third Grade. 


Fall. Learn the names of common weeds; collect seeds, 
and tell how to eradicate them. 


Winter. Evergreen trees; animals coverings and move- 
ments; deer, wolf, elk, in connection with geography. 


Spring. Study the development of buds of shade and fruit 
trees. Learn to recognize all trees on the campus. Testing 


es |. a Pare xp pl a bP ¥.} pO Pe, epee eee . 
Ue ete 3 cog PY Ae ae alee Ee OR 


t 4 


70 


of all seeds for school garden. Note differences in gvermina- 
tion. School garden plot should consist of at least 150 square 
feet for each child. 


Fourth Grade. 


Fall. Study all birds that come under the observation of 
the children; also insect life, especially spiders and aphids. | 


Winter. Hawks, owls, chickadees, cardinal quail, moun- 
tain lion, mountain goat. 


Spring. Study all birds and insects that come under the 
observation of the children. Make a study of reptiles and in- 
sects useful to man. School garden work. 


Fifth Grade. 


Fall. Study fall weeds and flowers not taken up in pre- 
ceding grades, poisonous weeds. 


Winter. Minerals and rocks. 


Spring. Soil studies, also plant propogation. Grain pro- 
duction in school garden. 


Sixth Grade. 


Fall. Study of trees and shrubbery on campus and in 
parks and cemeteries of Salt Lake City. Some principles of 
landscape gardening. 


% 
St 


Winter. Weather studies. Weather map. Thermometer. 
Barometer. 


Spring. Continuation of tree and shrub study begun in 
the fall. Forage plants. 


ART. 


The highest value of art training in a scheme of educa- 
tion lies in the fact that it gives large opportunity for the de-_ 
velopment of creative power. The aim and end is not techni-: 
cal skill; and yet, through true art-exipression, the highest de- 
gree of technical facility may be reached. The main purpose 
of an art training is to develop the individual, the movement 
being from within outward, developing the capacity to origi- 
nate and work out his own ideas. 


Art makes its first appeal to the child from the social 
standpoint. His strongest motives arise in his desire to make 
things for social uses. He appreciates form, proportion and 
symmetry, where those qualities aid in the adaptation of 


71 


means to end. He appreciates color and design when, by 
means of decoration, some form is made more pleasing and ac- 
ceptable to those for whom his work is a labor of joy and 
love. Because of the value of this strong interest, emphasis 
is placed upon the industrial phase of art throughout this 
course. This training of the judgment in the adaptation of 
material and design to the construction and function of the 
object is the basis for the training of the artistic sense and 1s 
the approach that may lead on to the fine arts. 

No work is done for the sake of technique alone. The 
studies from nature, pose drawing, object drawing, studies in 
mass and line, etc., are all for the purpose of perfecting some 
original design previously planned. 

The true meaning of design is developed; that is, the 
function determines the material and form; decoration fol- 
lows and emphasizes both form and function, and is always 
subordinated to the thing decorated. 

In the first years, or the primary grades, the child’s right 
to crudity is recognized. He is:given large, free work. The 
work is often clumsy, highly conventional and symbolic; yet 
if it only expresses the purpose intended, it 1s given all pos- 
sible encouragement. The vital consideration is that the pu- 

pil shall. work free froim self-consciousness; in other words, 

with the true art spirit. This attitude towards his work be- 
comes a habit of mind: ‘Then as.the child advances in art 
growth he will see more and more the necessity of a study 
of natural forms of proportion, of space relations, and of all 
that makes for good art, in order to secure adequate expres- 
sion of his individual thought and more nearly to satisfy his 
crowing aesthetic ideals. 

Additional art work will be arranged for those who wish 
to specialize in this work. Party decorations and scenery and 
costume designs for junior high school dramatics will be con- 
sidered an important part of the children’s art training. 
Classes in simple mural decorations, pottery, etching and 
landscape gardening on the school grounds will be arranged 
if the pupils desire this sort of work. In all grades the artistic 
arrangement of flowers, pictures, furniture, wall decoration, 
etc., in the school room will be considered part of the art 
work. 


First Grade. 
Materials: Clay, Manila and colored construction paper. 
scissors, wax and chalk crayons, paste. 


Outline: 
I. Art work to be correlated with: 


72 


1. Farm study. 


(a) 


(b) 


Clay modeling in the round of farm anituele 
farm activities, to be used as playthings in 
the sand table or out of doors. 

Large free hand cuttings of fall fruits or 
harvest activities, to be colored and artistic- 
ally mounted and used as a temporary 
Thanksgiving decoration. 


2. The Home. 


(a) 


(b) 


Illustrations of home activities, either sil- 
houettes or cuttings colored with wax cray- 
ons and mounted. (To be used as a room 
border or gift books.) 


Decoration of playhouse: 

1. Designing of wall paper (wax crayons 
on tinted paper—children’s original mo- 
tive—may be cut out and traced for rep- 
etition). 

2. Collecting and mounting suitable pic- 

tures from magazines, etc., for the doll’s 

house. 

Designing of simple rugs and curtains. 

Make play dishes out of clay. 

Design original dresses for paper dolls. 

Make trips to beautiful homes and fur- 

niture stores. 


gees 


Se Christmas. 


(a) 


(b) 


(c) 


Christmas cards (simple folder decorated 
with children’s original ugha. of Christ- 
mas subjects). 

Decoration of Christmas tree for another 
grade: (make chains, fairies, stars; “Santa 
Claus, etc. Tree may be any evergreen 
plant). 

Modeling of Santa, etc. 


4. Eskimo Study. 


(a) 


Clay modeling in the round of Eskimo dogs, 
people, sleds, igloo, etc., for playthings. 


Swi datera tine, 


(a) 


Large composite pictures or modeling of 
subjects taken from Mother Goose stories. 


II. Additional Work. 


1. Designs for 


(a) May baskets. 

(b) Valentines and valentine box. 

(c) Hallowe’en illustrations of fairies, goblins, 
pumpkins, etc. 

(d) Easter cards. 
Original memory drawings and cuttings of 
signs of spring. 


Second Grade. 


Materials: Same as used in Grade I. 
Outline: 


I. Art work correlated with 
to Weather: Study. 


(a) Monthly illustrations for weather calendar 
of things suggested by the season (with 
special attention to the composition of the 
whole). 


2. Rread study: 


(a) Series of large panels for room decoration, 
telling the story of bread making. 


3. Study of Silk and Cotton. 


(a) Large original illustrations of cut-out, 
tinted paper (for Christmas gifts). 
‘(b) Exhibit of Japanese prints and objects. 
(c) Study of Japanese flower arrangement. 


‘ 


4, Language. 


(a) Illustrate small individual gift books a or- 
iginal poems by the children. 


Sonelayotore: 


(a) Make signs, posters, etc., when needed. 


6. Literature.. 


(a) Work out scenery and costumes for play 
theatre from some story in literature, as 
for,exdinple;’ “Cinderella,” Gingerbread 
Man,” etc. (Give special attention to color 
and composition. ) 


C7 a aga aig a Tae 


74 
(b) Illustration or modeling in round of fairy 
stories. 
(c) Modeling of Indian pottery for study of 
Hiawatha. 


7. Domestic Science. 
(a) Design place cards and table decorations for 
a very simple child’s luncheon. 
8. Hand work. 
(a) Designs for twine bag and raffia book 
cover. | 
(b) Book cover designs for pressed leaves and 
flowers. 


II. Additional Art Work. 


(a) Posters for plays, party invitations, valen- 
tines, Christmas gift books, birds, Christmas 
tree etc:, and, paper dolls. 


Third Grade. 


Material: Same as used in Grade I, also charcoal. 
Outline: 


I. Art work to be correlated with: 
Ei aransportation: 


(a) Groups of illustrations for charts on desert, 
ocean and pioneer transportation. 


Zee Litetature: 


(a) Designing and making of very simple cos- 
tumes for real play from study of Greek 
Myths, Fairy Tales, Viking Tales, or Scan- 
dinavian Mythology. 

1. First make miniature theatre out of a 
box to try out arrangement of figures, 
SCENCLY, etc. 

2. Design individual costumes on larger 
scale. 


(b) Large folders illustrating the real Christ- 
mas story with emphasis on desert life, Ju- 
dean life, dress, homes, and country (to be 
used as Christmas gifts). 


(c) Illustration and clay modeling in round of 
any literature subject. 


3. Hand Work. 


(a) Design for community rug or table cover. 


nals | Sra! AB Yao *s + 4 
a 


75 


(b) Designs for raffia flower pot, mats, and 
covers, duster bags and aprons. 
(c) Additional art work. 


4. Arithmetic. 


(a) Cover and decorate cans and boxes for sec- 
ond grade play store. 

(b) Make sketches suggesting different seasons 
for calendars. 


Fourth Grade. 


Material: Same as in Grade 3. Also plaster of Paris. 
Outline: 


I. Art work correlated with. 
Dew ioneet sttdy 


(a) Illustration and modeling in the round of 
things suggested by this subject. 

1. Special studies, from nature, of sage 
brush, mountains, Utah trees, people, 
Indians, etc., to help these pictures. 

(b) Simple arrangement of costumes and scen- 
ery for pioneer Thanksgiving dramatiza- 
tion. 


2. Nature Study. (Animal tracks and birds.) 


(a) Sketching in color and charcoal and model- 
ing from hfe (live models in class room) 
of cats, dogs, chickens, rabbits, birds, etc. 

(b) Make reference charts of native birds illus- 
trated by these sketches. 


Seeclairerature: 


(a) Illustrations: Large panels, border designs 
or plaster casts of subjects taken from the 
study of King Arthur, the Spanish Mission 
or Indian. 


4. Hand Work. 


(a) Designs for rug crocheted over rope, bags 
and aprons. 


(b) Designs for Christmas gifts such as cur- 
tains, bags, table covers, pillow tops, etc. 


(c) Decoration for kites. 


POF i? Jif Raich Rite WT pe i wi re a vi : si ou AAT PY an ASL ERR SW EO ty Se Ste tae 
Min AN SE ih Aaa ah Pe AiR ate 2 


76 
Fifth Grade. 


Material: Clay, chalk and wax crayons, pencils, charcoal, 
water colors, colored and Manila paper, plaster of Paris and 
enamel. 


Outline: 
I. Art work suggested by: 
1. Literature—Pilgrim stories. 


(a) Large decorative panels for school room. 
l. Sketches from life of children wearing 
simple, improvised, Puritan and Indian 
costumes. (Special attention given to 
the life action and proportion of fig- 
ures.) ; 
(b) Modeling in relief (to be cast in plaster) of 
Puritan or Hiawatha scenes. (To be used 
as room decoration.) | 
(c) Scenery and costumes for any play or en- 
tertainment. 


2. Original designs for simple wooden painted toys. 


(a) Designs of native birds, flowers, bugs, or 
butterflies for flower sticks. (Christmas 
gifts.) } 

1. Drawings from nature to help this work. 


3. Designs for any hand work. © 


Sixth Grade. 
Material: Same as Grade 5; also Indian club, and Tem- 
pra colors. 
Outline: 
I. Art work correlated with: 
Liliterature: 


(a) Illustrating and sketching from costume 
models of surge, etc., taken from Treasure 
Island. (Pictures to be used in school 
room.) 


Il. Sketching out of doors. (Emphasis on color and com- 
position.) 


III. Quick sketching of figures in action—also longer 
poses. 


77 


IV. Gift book of Spring Flowers. (Studies from nature 
in water color and pen and ink.) Make cover design suitable 
for such a book. ! 


_ V.. Brief Study of Chinese Art. 


VI. Posters for school dramatics, sales, athletics, an- 
nouncements, parties or community use. 


Vite Letterine. 


1. Name plates for doors in school building. (Simple 
alphabet.) 


VII Decoration: of flower boxes, ‘pots; cans, etc.; for 
gifts. 


IX. Interior Decoration. (Using if possible a real room 
in the school as a practical problem.) 


1) -Desionine of curtains, rugs, tables covers, ete; 
2. Make trips to artistically arranged homes and 
furniture stores. 


X. Designs for baskets. 


XI. Designs for stenciling and embroidery work. 


INDUSTRIAL ARTS. 


While. the work in the industrial arts here listed and out- 
lined is so conducted in the Junior High School (Seventh, 
Eighth, and Ninth grades), as to give it a distinctly prevoca- 
tional character, the broadly educative and cultural value of 
such training is considered of prime importance. The purpose 
is to give both boys and girls the kind of experience with each 
of a number of phases of vocational work and studies that 
will help them to choose intelligently, in the senior high 


school and college, the courses that will fit them best for the 


calling in life for which they have some capacity as well as 
predilection. 


I. MANUAL TRAINING. 


First Grade. 


As the work of the first grade in manual training is 
largely a matter of expression, it will consist entirely of cor- 


78 


related exercises. When the home is studied, the class will 
help to make a play house or individual play house, using 
boxes or other available material. The house will be fur- 
nished by the children; chairs, tables, beds, cupboards, etc., 
will be made by nailing together blocks and thin pieces of 
wood. A simple hammock rack as part of the Se of 
the house can also be made by the children. 

Many simple articles for use in the dramatization of ac- 
tivities connected with the study of the home and the farm 
as well as those growing out of the work in literature. A 
cobbler’s bench and crude tools used in fitting up a miniature 
shoemaker’s shop; a table and shelves for the storekeeper ; 
axes for the woodcutter in dramatizing such stories as “Little 
Red Riding Hood,” etc. 

Other aici which are too difficult, as for instance, a 
little bed, a table or ‘bench can be profitably made by fifth or 
sixth grade children for use in first grade dramatizations. 


Second Grade. 


Making of articles suggested by the children in connec- 
tion with their dramatizations: bows and arrows for “Hia- 
watha”; broadswords and targets for “Robin Hood’; pipes 
for the “Pied Piper of Hamlin”; and cash boxes, delivery 
wagon, and telephone for the play store. 


Third Grade. 


Stage properties and articles needed in dramatizations. 

Repair work or fixtures for the schoolroom, the need of 
which is apparent to the children. 

Looms for handwork when needed. 

Match holder or thread and needle case for Christmas 
gift, if desired. 

Plant ladder for house plants or plant sticks for markers 
in the garden. 


Fourth Grade. 


Begin lettering and working drawings. Each pupil will 
be required to make a drawing before making the model. A 
selection will be required from the following: boat, bird 
house, card receiver, paper file, card holder, mineral box, 
picture frame. 


Fifth Grade. 


Articles for dramatization of colonial life; pioneer fire- 
place, guns, bows and arrows, peace pipe, etc. 
Constructional drawing of each model attempted. 


79 


Each pupil will be required to make several models from 
the following: foot stool, utensil rack, shelf, blotter, kite. 
Soft wood will be used. 

Development of skill and accuracy in the use of the plane 


and other tools. 
Sixth Grade. 


A mechanical drawing must precede the construction of 
each article. Each pupil will make several models from the 
following: stool, waste paper basket, shelf, sleeve-board, um- 
brella rack, of soft wood. Problems similar to those of the 
fifth grade ,but more advanced. 


JUNIOR HIGH SCHOOL. 
Seventh Grade. 


Hard wood will be used in the construction of the follow- 
ing: drawing board, bookcase, magazine rack, stand, foot 
stool, sled, chisel handle, mallet. 

New problems in construction: mortise and tennon joint 
in book-case, magazine rack and stand; glued joint in draw- 
ing board. Mallet and chisel handles on the lathe. 


Eighth Grade. 


Practical application of electricity as worked out in na- 
ture study department. Design and make a telephone. In- 
stall an electrical call bell. Design and make an arc light. 

Wood Work. Music cabinet, writing desk, picture frame, 
table, piano bench, hall seat, playground apparatus. 

Art Metal. Card tray, crumb tray, nut bowl, paper knife, 
serving tray, table lamp. 

Turning. Vice handles, mallet, bench pins, chisel handles. 

Jewelry. Cutting and polishing semi-precious stones to 
be set in pins, rings, cuff buttons, watch fobs, hat pins, 
brooches. 

Ninth Grade. 

Wood. Make drawings and construct model of frame 
house. 

Cement Work. Study of the manufacture of cement, the 
laying of sidewalks and the construction of forms. 

Pipe Fitting. Study hot water connection for kitchen 
range and the plumbing of a modern house. 

Art Metal (advanced). Jewelry, etching in brass and 
copper, stone cuting and polishing. 


RO eee tat ere up ah UA ae Tap 
: WN ae Mn by Vea es pa haeS, 
: } ha). They, e, Obed Ae F = 

: 5 ; fe he oS rifale te eV 


80 
II. DOMESTIC ART. 


Aims. 

1. To arouse an interest in home activities by aiding 
the child to identify herself with the various articles used in 
the home, not only in the work of making articles, but also 
in the repairing and care of the same. The value of repairing 
as a means of economy should be considered. 

2. To stimulate a feeling of self-respect due to appropriate, 
neat, artistic and economical dress, and by the making of 
such articles of wearing apparel as will be at once attractive 
and useful and will meet the every-day needs of the girls. 


Fourth Grade. 


Articles made: desk, cloth for keeping new work in, 
braided rugs, crochet rugs, simple crochet edgings for towels, 
piain dolls’ clothes, and cutting of the same, needle books, 
table mats on frames, baskets. 

The child is taught the correct sittting position and trained 
to use the thimble. 

The following stitches are learned in the work: basting, 
running stitch, hemming g, cross stitch, chain stitch, and simple 
feather stitch. 


Fifth Grade. 


Desk cloth with simple embroidery stitches, apron form- 
ing a bag, plain under waists, hemiming of table linen and 
plain pillow cases, simple dust caps, crochet edges, doll 
dresses, fancy articles for Christmas. 

Review stitches used in the fourth grade and teach the 
following: gathering, half-back stitch, ‘French seam and over- 
casting. 

Talks on the “manutacture, of. the needle, pins an@ 
thimble. 


Sixth Grade. 


Sewing bag for new work, made of strong material in 
the form of an envelope, fancy tea aprons of different designs, 
fancy doll dresses, plain underwaists and skirts, laundry bags, 
caps, doilies; embroidery on towels or fancy darning; crochet 
yokes, slippers, edgings, etc.; darning of stockings and mend- 
ing of clothing; Christmas work. 

Learn to use simple patterns. 

Short talks on the manufacture of the scissors, thread, 
buttons, and hooks and eyes. 


Ase 


~~» 


ce BE SBS StS oS Sa SS a a hr Lao CR 
otk) fe st etnaacn ‘ : . 


81 
Teach the following stitches: blanket, buttonhole and 


darning stitches. Hemming placket and straight placket, and 
the sewing on of lace. 


Seventh Grade. 


Sewing bags for the work, cooking aprons, gored skirts, 
chemise, blouse waists, corset covers, fancy aprons and caps, 
drawers, plain night gowns, crochet articles and tatting. 

Instruction in the hygiene of the clothing and the care 
and repairing of the same. ~ 

Bias cutting and piecing ; hemstitching, single and double; 
shirring; flat fell and French fell; cutting from commerciai 
patterns. 

Instructions on using the machine. 

Talks on the growth and manufacture of cotton and wool. 


Eighth Grade. 


Night gowns, corset covers, combination suits, middies, 
princess slips, under skirts, drawers, plain dresses, embroider- 
ing, tatting, crochet, ornamental darning and applique work. 

Lessons on darning tears in woolen clothing with silk, 
raveling or hair; slip or blind stitching, tucking, ruffling, etc., 
piping and binding. 


Textiles. This may include the study of the arts of weay- 
ing and knitting. History of the evolution and manufacture 
of textile industry. Dyeing and cleaning; widths, prices and 
qualities of materials and the proper economy in the use of 
the same. 

Discussions on good taste in dress and the proper combi- 
nations of color in the home. 

Discuss home decorations. 


Ninth Grade. 


———— —__— —_—_}—__ +. 


III. DOMESTIC SCIENCE. 


One of the key notes of education today is, “No impres- 
sion without expression.” If this is true, there are no subjects 
so well equipped to bring about the desired results, as do- 
mestic science and art, or the different phases of handwork. 
Here is the material into which the child may mold and shape 
his ideas, bring his creative faculty into play, and at the same 
time, satisfy his need for bodily activity. 

The child is interested in his surroundings; in doing the 


82 


things he sees being done; in dealing with real things and 
real experiences. Thus it is that domestic science affords the 
school a field for the expression of knowledge gained in other 
subjects, and it is through this means also, that the home and 
the school are brought into closer relation, the school not 
being an institution of isolated facts, but a place where the 
daily life in the exercise of tasks and social obligations may — 
be 'more natural and have something of the home atmosphere. 


While domestic science furnishes a field of expression for 
most subjects of the curriculum, it is more closely related to 
history, geography and nature study. The home as a social 
center, the many problems of food and clothing, of primitive 
people, early pioneers, and mpdern life; the food. products 
and textile industries of different countries—all furnish a 
background of a social, industrial and cultural nature. 


Domestic science—while lending itself readily to corre- 
lation and furnishing a field for the activities, has a thought 
side of its own which should not be lost sight of. In the lower 
grades where the child is interested in mere doing—stirring 
mush, and watching it boil, for instance—the activity side 
predominates, and the work is of a more constructive nature; 
but in the higher grades he begins to find out things for him- 
self ,to experiment, to reason from cause to effect. He finds 
that. he is dealing with natural forces and wishes to know 
how he can control them. Here, then, he is making deduc- 
tions and, all unknown to himself, is cultivating judgment, 
self-control and responsibility. 


First Grade. 


Correlation with geography in study of farm and dairy. 
Farm products. used in simple cookery. Preparation and 
cooking of vegetables. Making of butter. 

Activities of home emphasized by washing doll clothes, 
furnishings of doll house, and dusters used in the school room. 
Cooking of simple dishes as milk toast, cocoa. 

Boxes made at holiday time are filled with products 
cooked by children and given as presents. 

Through various lessons their arithmetic is brought into 
the work. 


Second Grade. 


Canning, sealing, and labeling of fruit in the fall. 

Social side brought forth by serving of group lunches. 

Portions of food made are sold in the play store where 
child has the experience of changing real money. 


83 


Simple dishes made in connection with study of tropical 
fruit. 

Bread making to illustrate the use of flour. 

Mieasurements, 4%, 4, % used in all lessons. 


Third Grade. 


Cooking. Preservation of fruits in the fall. Care of fresh 
fruit. Purpose of preservation. Different ways in which 
mother puts up fruit. Canning of peaches, sealing, labeling, 
testing to determine if air-tight. Preserving of pears; differ- 

i. ence between canning and preserving; proportions of sugar 
and fruit used. Making of jam; difference between preserves 
and jam. Kinds of fruits used; method of making. 


Vegetables. Classification as to kinds to be had all the 
year; those to be had only at certain seasons. How to keep 
perishable vegetables. Different ways of cooking vegetables 
—potato used as type. Simple experiments to determine what 
the potato contains; as water, starch, cellulose. 


Cooking. Cereals: Kinds of breakfast foods in use in 
the homes; their source. Samples of each compared with 
whole grain to determine method of manufacture. Experi- 
ments to determine why the whole grain is not cooked. Cook- 
ing of cracked, rolled and finely ground preparations. Experi- 
ments to determine how to add a finely ground preparation to 
boiling water without lumping. 

Lessons are given to show the relationship in measure- 
ments of pints, quarts and gallons. 


Fourth Grade. 


Cooking. ‘The different cooking processes are studied and 
simple dishes are prepared to illustrate each of them. 

Food problems of the Utah pioneers, with especial em- 
phasis on the means of preservation at their disposal. In this 
connection, the methods of food preservation of today will be 
studied. Serving of pioneer dinner. 


Fifth Grade. 


Cooking. In connection with colonial life. (See history 
and geography outline.) 


Cooking of Colonial Dishes. Comparison of colonial with 
modern recipes, ingredients, utensils, etc., and relation of these 
differences to the condition of the times. 


Sixth Grade. 


The fool products of various countries are studied with 


84 


various ways of cooking and serving the most characteristic 


products. 
Sanitation is considered through the direct reference to 


and use of kitchen and dining room, cleaning floors, windows, 
furniture, glassware, silver, and linen. 


Seventh Grade. 


Study and cooking of the various food principles. Car- 
bohydrates, protein, fat, water, and mineral salts. 


Cooking. The study of leavening agents. Making of 
batters and doughs to illustrate each; use of air in popovers; 
eggs in sponge cakes, soda and sour milk in griddle cakes, 
baking powders in muffins, yeast in bread. 


Eighth Grade. 


Canning, preserving, drying, and picking of fruits and 
vegetables studied extensively in fall. 

The study of cost and combinations of food through servy- 
ing of balanced meals for guests. Care of dining room, table 
linen, silver, china, and cooking utensils. 


Ninth Grade. 


A study of food is made on the meal basis. Appropriate 
dishes for breakfast, dinner, supper, lunch. 

Preparation of meals with emphasis on adequate food 
value at minimum cost, with attractive service. 


IV. HANDWORK. 
First Grade. 


The Home. Furnishing the playhouse. Rugs made of 
cotton cloth, raphia and yarn. Hammock made of twine, ma- 
crame cord, corn husks, raphia, etc. Towel made of knitting 
cotton. 

Number Work. Candy boxes, books for flowers. 

Special Work. Serap book, May basket of raphia or 
paper, spool knitting. 

Second Grade. 

Wool Work. Doll’s sweater, stocking cap, hood, muff and 
scarf, Tam O’Shanter, blanket. 

Cotton. Holder, marble bag and duster. 

Number Work. Books, envelopes and boxes. 


Special Work. May basket, jute book bag. 


85 
Third Grade. 


Community rug. 
-Flower pot cover, mat, porch pillow and book holder made 
of raphia. 


' Fourth Grade. 
Crocheted rug. 


Baskets. Reed and willow. 
Table mats of knitting cotton. 
Cross Stitch. Needle books or pillow covers. 


Fifth Grade. 


Rugs and cloth woven on large hand looms. 
Stenciling. 
Cross stitch. 


Sixth Grade. 
Basketry. Raphia, pine needles, grasses and rush. 
Seventh Grade. 


Book binding. 
More difficult work in basketry. 


Eighth Grade. 
Leather Work. Tooled and cut. 
| Ninth Grade. 
Embroidery and applique. 


MUSIC. 


The function of a music course in the grade schools is 
manifold. If it completely performs its functions, it will de- 
velop in the child a musical voice and teach him sight singing ; 
it will inspire in him a love for good music and, as the course 
progresses, tend to induce musical interpretation. In order to 
accomplish this the child must be given as large and as varied 
a musical experience as possible. 

A large musical experience is a condition of growth. 
Throughout the grades familiarize pupils with good songs, 
selections from operas and oratorios, and good instrumental 
music. This is made possible by giving concerts in the grades, 


86 


by having one grade sing for another, by inviting outside - 
artists to the school, by encouraging the children to go to hear 
good music, and by the use of the victrola. Special programs 
emphasizing the compositions of the masters should be given 
from time to time as a culmination of the study of a particular 
artist’s work and also as a basis for comparison. Programs 
consisting of selections from many musicians and of original 
work by the children but focused upon a central thought, such 
as the spirit of Christmas or the spring festival idea, provide a 
means for much pleasurable study during the preparation, and 
afford keen enjoyment in the presentation. If this work is 
carried on throughout the years of the elementary school the 
children will grow in appreciation for what is best in music 
and acquire facility in mastering its mechanics. 


: The daily music period should be a joyous one and should 

permit of great spontaneity on the part of the child; yet cer- 
tain details of technique must not be ignored. Attention must 
be paid to good posture, correct breathing must be insisted 
upon, and clear enunciation and accurate pronunciation must 
not be neglected. As there is a lack of real tone in children’s 
voices, the work in music may be of inestimable value in train- 
ing the speaking voice. Open harshness and loudness must be 
avoided, and a sweet natural quality of voice developed. It is 
a mistake to expect much volume from children. 


Individual singing is just as important as assembly sing- 
ing. It should be encouraged in every grade and ample pro- 
vision made for it. Individual singing and the writing of orig- 
inal musical compositions furnish excellent opportunities for 
self-expression. 


Original song writing should be encouraged, not only for 
the opportunity it gives the child to express himself but also 
because it puts meaning into the mechanical symbols by 
means of which he must interpret printed music. To further 
the latter end much dictation work is needed and should be 
given in all grades where there is note reading. 


A piano and a victrola are necessary adjuncts to the mu- 
sic equipment of a school. The piano accompaniment should 
be used in all grades; in the first and the second, as an aid in 
teaching note songs; and in the grades above, after the song 
has been learned by note. The victrola furnishes a means by 
which children may be taught to recognize instruments of or- 
chestra and band; it assists in training the sense of rhythm, 
and, if good records are used, develops an appreciation for 
what is best and most beautiful in music. 


87 


First Grade. 


Rhythmic games, accompanied by selections from the best 
composers. The child should be allowed to determine for him- 
self the movements he will employ. 

Many rote songs should be taught, but only the best from 
the standpoint of melody, rhythm, and word setting. 


Correct Monotones. Unify voices by means of calls; for 
example, children’s calls: Ma—ry (1—8), hoo—hoo (3—1); 
Newsboy’s call, morn—ing (8—8) pa—pers (6—8); vender’s 
call, ap—ples (5—8). 

Part measure developed through the ear. 

Establish tonality. ; 


Second Grade. 


Additional songs learned by rote. 

Present scale as song. ¢ 

Put the scale on the staff in different keys. 

Tone relation—from rote to note singing’; use a short 
familiar rote song as a basis. Notes are pictures of tones. 


Plan: 
Ear. 


I. Sing song with words. 
Note direction of melody. 
Sing the sol-fa syllables. 
Discover tone lengths. 


Eye. 
i Sine with ‘picture. 


Relate eye to ear. 
Apply in new material containing the same problems; 
pen 2/4, 03/4, 4/40 2. 
Begin simple sight reading from such books as “The Pri- 
mary Melodies,” or the “Congdon Music Readers.” 
Begin composition work. 


Third Grade. 


More independent sight-reading. Ear training. 

Teach how to find do in each of the nine common keys. 

Written exercises from simple dictation. 

Teach children to recognize rhythms and part measure 
from singing and from the victrola. 

Develop 6/8 measure by means of a familiar song. 

Begin the study of the orchestra by means of the victrola. 


88 


Teach supplementary songs from the masters by rote, 
giving special attention to expression, tonality, and rhythm. 

While the Wagner Opera Stories are being studied, se- 
lections from the operas should be played for the purpose of 
stimulating musical appreciation and enjoyment of the more 
serious compositions, and also for the purpose of helping chil- | 
dren to recognize the different motives. 


Fourth Grade. 


Simple sight reading continued. 

Two notes to the beat introduced, usually represented by 
two eighth notes. 

Sharp four and flat seven presented in their simplest pro- 
gressions. 

Introduction of rounds and simple two-part songs. 

More attention to key signatures and to pitch names. 

The writing of exercises from dictation as an aid to read- 
ing more readily in the different keys. 

Give children much opportunity for individual singing in 
order to develop independence and confidence. 

Supplementary and original rote songs for special occa- 
sions. . 


Fifth Grade. 


Up to this time the study of rhythm has been more or less 
incidental ; in the fifth grade it becomes the central problem. 
The points to be developed are as follows: 


I. Mark the measure. 
II. Sing with the after beats. 
Ill. Subject of rhythmic analysis. 


Observe the phrase. 
Observe the accent. 
“Discover measure. 
Analyze the pulse. 
(aie eC Ol, ten iiey pea te 
(b).:dtear tones: 
(c) Describe lengths in relation to each other— 
equal, long, short. 
(d) Represent notes by writing. 


poe wae 


IV. Rhythmic types. 


V. Drill. After much recognition of rhythmic types in 
songs dictate the measure desired and the type; use the arpeg- 
gios in drill. | 


[2 
oe 


89 


o 


Write a melody on the staff changing the rhythm, but 
leaving the melody unchanged. 

Frequent written exercises are given with a view to es- 
tablishing the relation between the tune and the printed tech- 
nical form. The best means of approaching this is through 
- the original compositions of the children. When a. child sees 
his own tune translated into written form the significance of 
what might forever remain a system of meaningless symbols 
becomes apparent to him. 

Study of intermediate tones leading to the chromatic 
scale. 

All the sharps and flat seven developed and approached 
or followed stepwise. 

Aim to develop such independence in sight reading that 
‘simple songs may be sung without the use of the syllables. 
Two part singing continued. 


Sixth Grade. 


Writing of melodies presented orally. 

Continue work with intermediate tones and develop the 
chromatic scale. . 

Exercise in tone making. 

Composition work continued. 

Complete the study of rhythmic types. 

In this grade place special emphasis upon the sight singing 
of two part music and during the second half of the year begin 
work with three parts. Divide the class into groups and let 
the groups exchange parts frequently. 

Encourage individual work by having the children sing in 
small groups, two or three carrying each part. 


ARITHMETIC. 


The foundation of all arithmetical work, computation and 
comparison, should be laid in the social needs of the school 
community. The school store, shop, kitchen, garden, etc., 
should be made the necessity for introducing the child to the 
varied applications of mathematics and their processes of com- 
putation. 

New principles can be best understood if worked out at 
the time they are needed in the school activities. 

The essentials in arithmetic, somewhat in the order of 
their importance, are: 

1. Number concepts. These are the primary stuff out of 
which mathematical knowledge is created. They come into 


90 


the mind, through the senses and muscles, as.a result of con- 
tact, experience, with stimulating things in the environment. 
No amount of mere juggling with empty figures will supply 
to the mind for its growth these indispensable images. 

2. Mathematical relations—the number relations the 
‘mind sees.or finds between quantities or between the images 
(concepts) of quantities. Thinking in arithmetic consists in 
establishing these relations. 

3. Expression of number ideas (concepts, images) and 
relations through the use of symbols (figures, signs, etc.). 

4. Manipulation of figures in what are known as the fun- 
damental operations of arithmetic (addition, subtraction, 
multiplication and division). 

Accuracy and rapidity in the use of figures are desirable 
accomplishments and call for much practice under healthful 
stimulation. It should be borne in mind, however, that experi- 
mental psychology has proved that too much pressure, exerted 
for the purpose of securing exaggerated “results,” is really 
harmful. 

Among the desirable results to be obtained from a good 
course in Arithmetic, properly pursued, are these: 


I. Thinking. 


f 


1. Preliminary to this thinking, and an essential part of 


it, is sense training in development work. The purpose of de- 
velopment work is to appeal to the understanding through the 
senses and the muscles in order to acquire, enlarge, and make 
clear number concepts (images). 

2. The power to image (to call up, through symbols, 
number concepts in the mind) is very important, as it leads on 
to abstraction, without which no progress in higher mathe- 
matics is possible. 

3. As all thinking consists in establishing relations, the 
ability to see or find mathematical relations is a matter of par- 
amount importance. 

4. Inference is the best proof of thinking, of seeing rela- 
tions. Tell children less; make it possible for them to infer 
more. All principles should be a matter of inference on the 


part of the pupils. Even the rules of arithmetic should first of 


all, be the child’s own statement of relations seen and infer- 
ences made. 

5. The purpose of all fixing work is retention by the 
memory of principles and processes. It is easier, more eco- 
nomical in every way, to remember things that are under- 


stood. Hence the memory should be exercised on those prin- — 


ciples, facts, rules, and operations that are thoroughly under- 
stood as a result of careful development work. 


91 


Since repetition is still the mother of learning, reviews 
and summaries are desirable; teachers should keep in mind 
the bad effect of mere lifeless, parrot-like repetition and real- 
ize that the best way to review is to view again from a new 
angle, to see the same thing in new relations or different con- 
ditions. Even drill for desirable automatic results should 
never become a non-intelligent exercise. 


II. Expression of thought. 


In mathematics the best expression for a thought is an 
equation in one or other of its two forms; that is, with the 
signs used or, the signs not being used, with the given and de- 
sired quantities briefly labeled for identification. The value 
of the equation cannot be over-estimated in arithmetic. The 
final form of statement for a problem should be not one or 
more isolated patches of figuring, but a clearly defined and 
properly balanced equation. Compte says: “Equations con- 
stitute the true starting point of arithmetic.” Herbert Spencer 
means the same thing when he says: “The fundamental idea 
underlying all mathematics is that of equality.” We get at 
this idea of equality through comparison; this gives us the 
equation. 


All experimental work—all tentative or trial approaches 
to a solution of a real problem—should be made in the child’s 
own way, and not according to some set form superimposed 
upon him from the outside, say by the teacher. or a text book; 
it should be a very individual matter. So should be his talk 
about the conditions he sees, the relations he discovers. Other- 
wise something or somebody will get in the way of his think- 
ing. And yet the teacher should watch carefully the final 
form in which he delivers the result of his work, in order— 
for the sake of clear thinking—to keep the expression of his 
thoughts as good as the thought itself. 


The language of the explanation should be simple and 
direct. It should not be cluttered up with such terms as “if” 
and “since” and “therefore.” These words may be needed 
sometimes and should be used as naturally as any others, when 
they are, but the teacher should not insist upon their formal 
use. 


The pupil’s language should be gramatically correct. Sep- 
arate language lessons, including exercises in grammar, will 
do little good, if in the arithmetic class and elsewhere poor 
language is accepted. Encourage pupils to use the best lan- 
guage they are capable of using. Once in a while the solution 
of a problem should be written out in full. So written, it 
should consist of one or more good, clear, straight-forward 


whe 


sentences. This will help to make and keep the oral explana- 
tion what it ought to be. 

The language of the explanation should be mathematically 
correct. It is often grotesquely incorrect. For instance, pu- 
pils are often allowed, if not taught, to say that feet multiplied 
by feet give square feet, etc. 


III. Growth (education in Honesty). 


The course in mathematics can be made to contribute to 
character building, as well as to intellectual keenness, only 
when it is properly conducted by the teacher who knows how 
to motivate much of the work for children, and who refuses 
to put the subject on the artificial basis indispensable to most 
of the marking systems and standardizing movements. 

Arithmetic should somehow function in the school and 
home life of the child in the grades; that is, it should have 
meaning and purpose from his point of view. It should not 
be treated as a thing apart from all his other studies and ex- 
periences, but to him it should be immediately useful in doing 
and comprehending much of his other work. It should be so 
much worth while as to induce in him sincerity of motive in 
approaching what might otherwise be a piece of unreasonable 
drudgery, honesty of effort never found in doing a school task, 
pride in overcoming difficulties that stand in the way of a de- 
sired end, and pleasure in arriving at a correct result upon the 
accuracy of which something more than mere accuracy de- 
pends. 


First Grade. 


Counting. In the counting let children feel a purpose.: 


For instances, let them count the number present each morn- 
ing. In all games there is more or less counting. In ‘some 
an equal number is required on the two sides. Counting is 
necessary to see that the sides are even. In other games a 
leader may take ten or a dozen or some other number from the 
room, return and dramatize. In a short time this counting 
can be done by 2’s and 3’s. 

In games such as ring-toss, reading and writing of num- 
bers; also simple addition and subtraction. 

In dramatization of milkman, actual use of pint, quart, 
and gallon measure; also use of toy money. Simple computa- 
tions based on practical experience. 

Counting and measuring as a means of verification in all 
constructive work, domestic science, etc. 

Second Grade. 

Expand and make more definite the work of the first 

grade. 


a 
- af 
3 


93 


Dramatization of the store. Buying and selling of all the 
common articles of the store in its relation to the needs of the, 
home—many of these articles to be made in the manual train- 
ing, handwork and art departments. Making of change; use 
of real and toy money; table of United States money de- 
veloped. 

Use of scales in buying and selling by the ounce and 
pound; use of linear, liquid and dry measures. 

Buying and selling by the dozen. 

Estimates of number, length, bulk, ete etc., with 
counting and measuring as a means of verification. 

Use of 1-2, 1-4, 1-8 in constructive work, domestic science, 
CLC 
Number work in connection with the study of time and 
the time relation. Telling time by the clock in hours, minutes 
and seconds. Counting by 5’s. Different ways of telling time; 
use of the sun dial, hour glass and pendulum; number work 
involved. 

Estimates of time; use of watch or clock for verification. 


Third Grade. 


Review and extend the work of the second grade. Cor- 
related number work, especially that connected with nature 
study, domestic science, constructive work and art. 

Number work involved in the study and use of the ther- 
mometer, the necessity for the use of the thermometer arising 
in the nature study (meteorological record, etc.), and geog- 
raphy (study of grain areas, fruit regions, etc.) 

Separation of the year into seasons; number work con- 
nected therewith. 

Separation of the year into months, weeks, and days. 
Making of calendars for recording and preserving these data, 
number work involved. 

Summary of weights and measures used in | this and previ- 
ous grades. 

Counting by 2’s, 5’s, 10’s, 3’s, 4’s, 6’s. 

Use of 1-2, 1-3, 1-8, 2-3, 3-4 in constructive work, domestic 
science, etc. 

Importance of developing the fundamental mathematical 
idea of equality, more and less, and times or ratio. Constant 
use on the part of the teacher of the written equation. 

Perimeters of rectangles, equilateral triangles, and irreg- 
ular figures with a part of one side not given. Cost of fencing 
a garden; molding about a. room, etc. In all work make use, 
when possible, of the fractional forms already developed. 

The forty-five combinations. 

Addition and subtraction to three-place numbers. 


94 


Multiplication table through the 6’s. 

Process of multiplication and short division. 

Teacher make use of Hoyt and Peet’s Arithmetic, Book 
I, Chapters 1, 2, and 3. 

Review work of lower grades. 

Correlated number work in connection with other sub- 
jects of study. 

Multiplication of three figures. 

Long division with two figures in the divisor. 

Complete the multiplication table. 

Work on perimenters of rectangles and triangles con- 
tinued. a 

Area of rectangles (book covers, boxes, flower-beds, 
garden plots measured in inches, feet, yards and rods) in- 
volving use of simple fractions. 


Right triangle seen as a rectangle with the same base 
and half the given altitude. 


Table of square measure developed to square rod. 


Continue work with United States money, but do not 


teach decimals as such. 


Rapid combinations and other drill work for fixing prop- 
erly developed mathematical ideas and relations. 


Fifth Grade. 


Review of all work on tables, perimeters, area, volume, 
common fractions, the fundamental processes and other work 
of previous grades. 

Extend the work in long division. Teacher’s original 
problems should be drawn from data connected with geog- 
graphy, nature study, domestic science, handwork, school 
garden, etc.; also with perimeters and areas of rectangles, 
pentagons and hexagons; also with volume of rectangular 
solids. 

A thorough study of common fractions, work to be made 
concrete through objective and graphic representation. To- 
ward the end of the year teach the device for finding the com- 
mon denominator. 

Volume of rectangular solids. Cubical contents of boxes, 
rooms, excavations, stonework, etc., dimensions to involve use 
of simple fractions. 


Sixth Grade. 


Thorough review of all fifth and lower grade work. 
Correlated work in connection with geography, domes- 
tic science, constructive work, school garden, etc. 


, y 


95 


Work with integers and common fractions should be ex- 
tended to more difficult problems. 

Development of addition, subtraction, multiplication and 
division of decimals through objective and graphic work as in 
the development of common fractions. 

Study of the circle. Radius, diamieter, circumference and 
area. Lead children to see the circle composed of many tri- 
angles which can be made into a rectangle with a base equal 
to half the circumference and altitude equal to the radius. 
Develop the ratio of circumference to diameter and diameter 
to circumference by actual measurement. ! 

Extend the work in area to include the surface of cylin- 
ders. 


— 


PHYSICAL EDUCATION AND HYGIENE. 


Proper physical development is essential to mental 
growth. Exercise, fresh air, and whilesome food are neces- 
sary to good health. The social work of the school gives the 
best opportunities for learning and putting into practice the 
laws of health. Domestic science supplies the child with 
knowledge and training with respect to home sanitation, and 
lessons in personal hygiene grow out of nature study and ele- 
mentary science. 


Games, rhythmic exercises and other school room activi- 
ties. Systematic direction in gymnasium work. Careful ex- 
aminations, tests, and measurements of children. 

Special attention to the study of Hygiene in the sixth 
grade. 


+ 
JUNIOR HIGH SCHOOL. 


ENGLISH. 


—__—}—_ 


The three years English course takes two definite forms, 
structural English, or language study (grammar, spelling, and 
composition) ; and cultural. English, or reading and literature. 


Structural English. The ends to be reached by this part 
- of the course are: (1) Ability to express thought sincerely, 
clearly, correctly; (2) ability to tell a good story (narration), 


96 
and to give a picturesque account of a person or of a scene 
(description). 


Grammar. The two objects of the study of grammar are: 
(1) To train pupils by repeated exercises in the habitual use 


of standard English; (2) to give pupils unconscious skill in 


getting quickly the essential thought elements of a sentence. 


The nature of the study is inductive. ‘Classifications and « 


rules are arrived at through a study of illustrations, so that 
they have some of the impressions of personal discovery. 
Grammatical terms are taught through their derivation and 
use. . 

Illustrative sentences are invented for the occasion or 
taken from the written compositions and oral speech of the 
pupils. 


Seventh A. 


1. Parts of speech with much drill on their classification. 


2.. Sentence with subject and: predicate. HKxercisés im 
finding the subject in a great variety of sentences, including 
transposed and somewhat involved ones. Special study of sen- 
tences beginning with “It” and “There.” Tabulation of dif- 
ferent words and word groups used as subjects, to train the 
pupil in using a greater variety of sentences and not to seize 
upon the first noun in the sentence as subject. 

3. Declarative, interrogative, imperative and exclama- 
tory sentence. 

4. Use of nominative case for subject. 

5. Plural forms of nouns studied in the spelling period. 

6. Modifiers of subject. 

(a) Possessive noun. Rules for formation are 
taught during spelling period. 

(b) Adjectives and their comparison. 
Exercises in use of vivid and picturesque adjec- 
tives are given in comlposition period. 

7. Phrase used as adjective. 

8. Correction.of sentences containing typical grammatt- 
cal errors observed by teacher and pupils during the school 
term. 

Note: Diagramming is used only as a means of aiding 
the pupils to see grammatical relations and is used principally 
by the teacher. 


Seventh B. 


1s Review, 
2. Exercises in finding the predicate in a great variety 
of sentences. 


97 


3. A tabulation and consideration of the many kinds of 
predicates and of the varieties of verb forms essential to 
these predicates. 

4. Compliments, object and subjective. 

5. Objective case. 3 

6. Study of the difference between the use of the nomi- 
native and objective case of pronouns. Correction of sen- 
tences containing common errors in the use of “I” and “me,” 
he and him,” “who. and whom;” etc: 

7. ‘Modifiers of verb; adverb and adverbial phrase. 
~Choice of adverbs taught in composition period. 

_ 8. Comparison of adverbs. 

9, Indirect object. 

10. Adverbial noun. 

11. Appositive and term of address. 

12. Exercises in correct use of common irregular verbs: 
sit and set, lie and lay, etc. 


13. Exercises in correction of sentences containing typ- 
ical errors in the use of adjective for adverb. 


Eighth A. 


1. Review with emphasis upon quick detection of sub- 
ject, predicate, and complements. 


2. Objective complement. 
wy study ofthe verb. - 


4. ‘Classification of sentences into simple, complex and 
compound. . 


5. Adjective clause with many exercises in rewriting of 
sentences substituting adjectives for phrases and clauses and 
the reverse. Such exercises are helpful in creating facility of 
expression. 

6. Relative pronoun. 

7. Restrictive and unrestrictive clauses. Practice in 
using them is taken up in composition period. 

8. Noun clause with connecting words. 


Eighth B. £ 


1. Review with emphasis upon the complex sentence. 


2. Adverb clause with exercises in the substitution of 
adverb for adverbial phrase or clause, and the reverse. 


3. The infinitive and participle. 


Many exercises in forming variety of sentences through 
use of infinitive and participle. ‘Correction of sentences where 
they are used incorrectly. 


¢ 


98 


4. Analysis of sentence into: . 
(a) Essential parts. 
(b) Modifying parts. 
(c) Connecting parts. 

5. 'Correction of typical errors. 


Ninth A. 


1. Review of grammar with emphasis upon the verb 
and pronoun. 

2.2 x. Peneral strengthening of essential parts of gram 
mar in which class is found to be weak. 


——— 


LANGUAGE AND COMPOSITION. 
Bae EG 
Seventh A. 


“True ease in writing comes from art, not chance.’’— 
Pope. 
1. Using the parts of speech. 
(a) The adjective as the picture element of the sen- 
tence. Exercises in choice of adjectives. 
(b) The descriptive paragraph. 
(c) Letter descriptions. 
(d) Word portraits. Cartoons in words. 
(e) Picturesque comparisons. 
({) Descriptions of scenes visited by pupils culmi- 
nating in a sketch book. 
2. The unity of the paragraph. 


3. The adverb as a descriptive element and exercises in 
choice of adverbs. 


Seventh B. 
1... Narrative of .child’s own expériences.  Spontaneus 
and vividness are the characteristics to be most encouraged. 
2. sentence clearness. 
3. Conjunctions in pairs or correlatives. 


4. Direct and indirect discourse,—with the use of quo- 
tation marks. 


5. Explanatory paragraph. 
(a) Work of the home. 
(b) Home pleasures. 


6. Enriching the vocabulary. 
7. Troublesome verb forms. 


99 


8. Poetry: a study of the poet and his art. Attempts at 
writing poetry. 

9, Creating plays. 

10. ‘Compositions are lengthened to two or three para- 
graphs, and attention paid to the unity and structure of the 


separate paragraphs. The pupils are encouraged to use the 


metaphor, simile, or personification, to beautify or make clear 
their meaning. 


Eighth A. 


1. Review work of previous grades in paragraph study. 
Practice in developing sentences into paragraphs, and _ para- 
graphs into short themes, the emiphasis being placed upon the 
unity of thought and construction. 

Subjects are chosen from the pupils’ own experiences, 
and special interests. 


1. The explanatory paragraph for clear and concise 
statement of definite information. 

2, The descriptive paragraph in verse and prose. 

3. Character sketches, and brief biographies from 
history and literature. 

4. The narrative paragraph and its development 
into the longer story. Imaginative stories grow- 
ing out of the children’s natural interest in pres- 
ent day history. Letter-writing in connection 
with the above forms. Constructive criticism and 
corrective work in the mechanics of writing. 


IJ. The newspaper and the magazine. 


1. Study of local papers. 


Departments of gathering of news, the editorial, 
the business office, etc. 

Brief history of the newspaper in America. 

Its importance in our national life. 

Practice in writing the news story the editorial,, 
the advertisements. 

Making of school newspaper. Christmas number. 
Patriotic number. Vacation number. 


Eighth B. 


I, Word Study. 


1. Brief history of the English language. 
2. The dictionary; History of; Division of; Use of. 
3. Word analysis. 


100 


Stems, prefixes, suffixes. History of words. Syno- 
nyms. | 
Practice to discriminate shades of meaning . 
Spelling. 


II. ‘Miscellaneous theme work in exposition and narra- © 
tive. Argument and debates. - 


III. Autobiography. 
“The Story of My Life.’-—The writing of a booklet of ten 
or fifteen chapters of personal experiences. 


Ninth Grade. 


Topics with discussions of points of view. 
Grouping ideas with study of different kinds of para 
graphs. . 
The sentence at work. 
Using the parts of speech. 

Building a vocabulary. 

Definite work in punctuation. 
Telling a story. 

Making people understand. 

Making people believe: 

(a) Argument. 

Chiceayebate: 

Letters. 

(a) Personal. 

(b) Formal. 

(c) Business. 
11. Keeping up with the world. — 

(a) .News story. 

(b) Editorials. 

(c) Advertisements. 

(d) Proof reading. 

(e)° “The magazines. 


Sei Dechy falarel senha) ta fore 


_— 
oS 


LITERATURE. 


The purposes of the study of literature are: 

1. The development of power to get the thought of the 
author and to give it sympathetically in oral reading. 

2. “rhe tiberation of:the reasoning taculties, 

3. (Che creation-of'a literary taste: 

4.° A slight comprehension of the relation of literature to 
history. 


ne 


) 101 


5. The awakening of new ethical ideals. 

6. Joy in self expression. 

7. he discipline of the emotions resulting in Sp le 
growth. | 


Seventh A. 


The literature for seventh and eighth grades is classified 
as extensive and intensive. Extension reading has for its 
ends: 

(1) More practice in oral reading; (2) a familiarity with 
a wider field of literature. Intensive reading seeks to make 
reading more a thought process, to develop a literary sense, to 
get the full beauty and meaning of the selection and to express 
it adequately. 


I. Extensive Reading: 


1. Evangeline (also intensive in important parts)— 
Longfellow. 

2. Dickens’ Christmas Carol. 

3. The Alhambra—Irving. 


Il. Intensive: 


bs Sketches ot India. 
(a) The Ballad of East and West. —Kipling. 
(b) Overland Mail.—Kipling. 
(c) Relief of Lucknow.—Whittier. 

2. Thanksgiving Poems. (To be selected.) 

3. Herve Riel—Browning. 


Seventh B. 
I. Extensive: 


1. Quest of Four-Leaved Clover.—Arnold. 
2. Sohrab and Rustum.—(Also intensive.) 
3. Tom Sawyer (for fun). 


Il. Intensive: 


Robert of Sicily—Browning. 
American Speeches (to be selected). 
Recent War Poems (to be selected). 
The Cloud—Shelly. 
Opportunity. 
An Order for a Picture. 
Lyrics (to be selected). 
For Seon Tne “The Night Has a Thousand Eyes;” 
“Columbus ;” “How Sleep the Brave.” 


al ON as Se Seen Bi 


102 


Eighth A. 
I. Extensive: 


“Lady of the Lake” (also intensive)—Scott. 
“Life of Washington’—Scudder. 

“The Perfect Tribute’—Mary Shipman Andrews. 
“Great Stone Face”’—Hawthorne. 

“He Knew Lincoln’—Ida Harbell. 


| II. Intensive: 


“Vision of Sir Launfal”—Lowell. 
“Man Without a Country’—Hale. 
aL he: ShipeGieotabtes: 
“Michael”—Wordsworth. 

“First Christmas,’ from Ben Hur. 
“Speech of Patrick Henry.” 
“Little Brown Baby” and other poems to reflect slav- 
ery days. 

“Gettysburg Speech” (Lincoln’s). 
“Pheidippides’—Browning. 
“Saul’—Browning. 

“Scottish Ballads.” 


Eighth B. 
J. Extensive: 


1. Julius Caesar (also intensive). 
2:2 Sort Stories: 
(a) “Ransom of Red Chief’—O’Henry. 
(b) . “Gallegher’—R. H. Davis. 
(c) “Freshman Full-Back’—Ralph D. Paine. 
(d) “Quality’—John Galsworthy. 
(e) “A Messenger’—Mary Andrews. 
(f) “Sonny’s  Christenin’— Ruth McEnery 
Stuart. 
(g) “First Christmas Tree”’—Henry Van Dyke. 


II. Intensive: 


1. Modern Speeches. 
Z. Recent war poems. 
3. “Captain, My Captain”’—Whitman. 
Seventh Grade. 
Reading List. 


“Uncle Remus’—Joel Chandler Harris, 
“Story of My Life’—Helen Keller. 
“Rebecca of Sunnybrook Farm,” “ Pénclope’ S Experi- 


103 


ences in England,” “Penelope’s Experiences in Ireland,” “Pen- 

_ elope’s Experiences in Scotland,” “Timothy’s Quest”—Kate 
_ Douglas Wiggin. 

“Jean Valjean”—Sarah E. Wiltse. 

“Tom Brown’s School Days”—Thomas Hughes. 

“Bob, Son of Battle’—Alfred Ollivant. 

“Up from Slavery”’—Booker T. Washington. 

“Alice of Old Vincennes”—A1! Thompson. 

“The Blazed Trail’”—Stewart Edward White. 

“Old Curiosity Shop’—Charles Dickens. 

“Arabian Nights’—Charlotte Yonge. 

“A Boy’s Town”—W. D. Howells. 

“Boy’s Book of Inventions’—Ray Stannard Raker. 

“Robinson Crusoe’—Daniel DeFoe. 

“Kidnaped’’—Robert Louis Stevenson. 

“The Pot of Broth’—Yeats. 


Eighth Grade. 
Reading List. 


“Arnold’s Tempter Comfort.” 
“Janice Meredith’—Ford. 
“The Spy’—Cooper. 
“The Crisis”—Churchill. 
“Little Shepherd of Kingdom Come’’—Fox. 
“Dombey and Son’—Dickens. 
“Scottish Chiefs’”—Porter. 
~ “Rock of the Lion’”—Mary Seawell. 
“Little White Bird’’—Barrie. 
“Ramona’—H. H. Jackson. 
“Hugh Wynne’—Mitchell. 
“Making of an American”—Jacob A. Rus. 
“Little Citizens’—Myra Kelly. 
Parts of “Ben Hur’—Lew Wallace. 
“Huckleberry Finn’—Mark Twain. 
“Lay of the Last Minstrel’—Scott. 
“Electricity for Boys”—Harper. 
“Soldiers of Fortune’—Richard Harding Davis. 
“Shakespeare in Tale and Verse’—Laurence Hutton. 


Ninth Grade. 
Literature. 
I. From Tennyson’s “Idylls of the King;” “The Coming 
Giearthnuc, «Gareth and Lynettes*> Che Passing of Arthur.” 
(To be read for the story and for the poetic beauty of 
thought and form.) 


II. The Study of a Novel. For intensive study of plot 
and story structure. For characterization. 


104 


Suggested novels: “Ivanhoe,” Walter Scott; “The’ Tale 
of Two Cities,’ Charles Dickens; “Silas Marner,” George El- 
lott ; “Lorna Doone,” Richard Blackmoore; “Kidnaped,” Rob- 
ert Louis Stevenson. 


III. Classic Myths. From outline and library references. 


1. Study of the origin and development of the myth. 

2. Illustration from English literature. 

3. Brief reading of parts of “Ihe Odeésséy, ~or -1 ie 
Iliad.” 


IV. .A Shakespeare play... “A. Midsummer. Nignes 
Dream,” “As You Like It,” “A Merchant of Venice.” 


V. A study of patriotic material. 


Speeches, poems and stories growing out of the war. 


Ninth Grade. 
Reading List. 


“Old Curiosity Shop,’ “Our Mutual Friend,” “Dombey and 
Son,” “Tale of Two Cities,’ “David Copperfield’”—Charles 
Dickens. 

“Lorna Doone’’—Richard Blackmore. - 

“Deerslayer,” “Last of the Mohicans’—James Fennimore 
Cooper. 

“Little Citizens’—Myra Kelley. 

“Captains Courageous,” “Plain Vales of the Hills? “Kim 
—Rudyard Kipling. 

“Our National Parks”’—John Muir. 

“Kidnaped,” “Treasure Island,” “Travels with a Donkey” 
—Robert Louis Stevenson. 

“The Last Days of Pompeii,” “The Last of the Barons”— 
Bulwer-Lytton. 

“Ramona”—Helen Hunt Jackson. 


‘A. Yankee in’ King Arthur's: Court, “Joan ot are, 
“Prince and Pauper’—Mark Twain. 


“The Call of the Wild,” “White Fang”—Jack London. 

*“Anne of Green Gables,’ “Anne of Avonlea,’ “Anne of 
the Island,” “Anne’s House of Dreams”—L. M. Montgomery. 

“Rebecca’—Kate Douglas Wiggin. 

“The Virginian”’—Owen Wister, 

“Over the Top’—Guy Empey. 


Teh eg. 


105 
ORAL EXPRESSION. 


Ninth Grade. 


“Of equal honor with him who writes a grand poem is he 
who reads it grandly.” 

To interpret literature is to think and feel with the author. 
Oral expression goes one step farther. The reader must give 
that feeling through bodily expression, and adequate expres- 
sion depends upon the responsiveness of the body to the emo- 
tions. 

This course then has for its aims: first, right thinking and 
feeling ; second, training of the voice to be flexible and respon- 
sive to the thought and feeling; and third, teaching the will to 
control the voice, the mind, and the heart. 


ELEMENTARY SCIENCE. 


Work in the junior high school should be focused upon 
subjects that seem to appeal to pupils of that age. Field trips 
to stimulate uncommon thinking about common things: Lab- 
oratory tablets kept to stimulate accurate conclusions. 


ELEMENTARY AGRICULTURE. 


Seventh Grade. . 


Study of soils, physical and chemical properties; crop re- 
lation. 


Plant Studies. Cereals, legumes, fibre crops, root crops, 
and fruit crops. 


Care of Crops. Elimination of pests, irrigation, cultiva- 
tion, harvesting, storing and marketing. 

Farm animals; types and grades, ability to know a good 
animal. Feeding, housing treatment and sanitation. 

Farm management; marketing, farm accounts. 


Eighth Grade. : 
General Science. Force and energy, air, heat, water. 
Elements and compounds. Magnets and electricity, hght and 
sound. Simple machines. Weather, rocks and soils. Plants 


106 


and animals. The human body and its food. Circulation and 
respiration. Nerves and sense organs. Sanitation. 


Ninth Grade. 


General study of the vegetable kingdom. [Plant life in 
general; brief history including mention of ancient plants, fos- 
sils, etc. General distribution of plant life. Main divisions. | 
Seed plants and seedless plants. 


MATHEMATICS. 


(See introduction to course in arithmetic, p. 89.) 
Seventh Grade. 


Thorough review of decimal and common fractions. De- 
velopment of percentage as another phase of fractions. Ap- 
plications of percentage to various forms of everyday prob- 
lems relating to the school, the home, the farm and other in- 
dustries. Various forms of business arithmetic. Commission 
and brokerage, commercial discount, profit and loss. Banks 
and banking ; sdving accounts, time deposits, and loans. Sim- 
ple and compound interest. 

Special study of business forms: notes, checks, receipts, 
deposit slips, and bills of lading. Monthly statements. Re- 
view of previous work in measurements. Solution of new 
problems in plastering, papering, excavating, and masonry. 


Eighth Grade. 


The work in this grade pays special attention to the cor- 
relation of arithmetic, geometry and algebra. (a) In re- 
viewing work of former grades attention is given to short 
methods in the use of cancellation, aliquot parts and fractions. 

Work in applications of percentage continued. Correlate 
the study of taxes, insurance, government revenue,, stocks and 
bonds with work in American history. Problems growing out 
of work in general science. (b) Work in geometry. Study 
of lines, angles and plane figures by drawing and folding. 
Statement of necessary principles, rules, formulas and theo- 
rems growing out of this work. Apply these to the study of 
areas and volumes. Development and application of square 
root. (c) Simple work in algebra; through concrete work 
the study of positive and negative quantities. Work in equa- 
tions for the better understanding in the reading of problems. 
Fractional equations as a means of generalizing common 
fractions. 


107 


Ninth Grade. 


Algebra. The following subjects to be studied carefully: 
Literal numbers. Positive and negative numbers. The four 
fundamental processes. Special products and _ factoring. 
Equations: Simple, fractional and those using special prod- 
ucts. Simultaneous equations solved by various processes in- 
cluding graphical representation. Square root and quadratic 
surds. Quadratic equations. 


ART. 
Seventh Grade. 


(See introduction to general course in art, p. 70.) 


Material: chalk, crayons, water colors, Tempra colors, en- 
amel paint, pen and ink, pencil, charcoal, clay, plaster of Paris, 
colored and cream Manila paper. 


I. Art work correlated with: 
i Geooraphy. 


Prottdy or japanese att: 
‘(L) Lacquer work: 
a... Decorating ..of.old:. stools; tables: 
trays, wooden bowls, boxes, etc. with 
enamel paint. 


2 Hand work. 


a. Designs for sewing—craft work, block print- 
ing and stenciling. 
(1) Make a stencil decoration for a wall. 
b. Designs for book binding. 


Il. Figure drawing (all mediums). 


1. Quick sketching of figures in action—pose 10 to 
15 minutes, special attention to life and action). 

2. Longer poses of figures in costume (two or three 
hours or two or three art periods. Special em- 
phasis on artistic pose of figure and in the draw- 
ings, the color, composition and proportion). 
a. Special study of heads, hands and feet. 

3. Modeling of figures in action. 

4. Character studies. 


III. Out Door Sketching (all mediums). 


1. Sketching of flowers (in color). 
Note: Such character studies and out door sketches may 
be framed and used as room decorations at home or school. 


108 


Eighth Grade. 
I. Art work correlated with: 


1. Hand work. , 
a. Designs for block printing and leather work. 
~ (1) Block print—Christmas cards, dance 
programs, etc. ‘ 
Zo Domesticnserence, 


a. Table decorations and place cards. 
J. Se Wine T 


a. Dress designing. 
Il. Posters—(For real school or community use). 


1. Models to aid this work. 


2. Illuminated cards (emphasis on lettering). 
3. Local advertisements. 


FL 2 Cartoons, 
1. Pen and ink sketching. 
Ly Schook paper: 


1. Covers, headings, tail pieces and illustrations. — 
V. Brief Study of English and French cathedrals and 
other noted works of art. 
Ninth Grade. 
I. Art work correlated with: 
1. Geography. : 
a. Greek, Egyptian and modern art. 


beU tah Ait 
2 and AVOEK: 


a. Designing for jewelry and craft work. 


II. Decorative illustration—(pen and ink, wash, paste, 
color, charcoal). 


1. Fairy Tales and modern literature, western life. 


III. Designing and printing of Christmas cards (to be 
sold in school). 
IV. Modeling of large figures (casting im round). 
V. Interior Decoration. 
1) “Simple: Perspective. 


ae} 


Ge 


109 
MUSIC. 


(See introduction to general course in music, p. 85.) 


Chorus Work. Sight reading of many songs; at first, 
in one and two parts, later in three or four parts. 

Review of the technique of music. 

Intensive study of chromatic scale and minor mode in- 
cluding major and minor thirds. 

Study of bass clef. 


Much attention given to testing of individual voices. As- 
signment of parts and frequent changing of these so that each 
pupil may have experience in singing in as many parts as the 
compass of his voice will permit. 

More attention given to correct tone production using 
such syllables as “hu,” “loo,” “hung” for correcting faulty 
tones. 

Independent singing encouraged by means of solos, duets, 
trios and quartets in frequent musical programs. 

Development of musical appreciation through listening to 
the victrola and to special talent. 

Further study of the orchestra and the great masters, and 
their works. 

Story of opera and oratorio developed. 

A certain amount of care given to such interpretation as 
will not: injure the voice, but give a better understanding of 
artistic singing. 

Boys’ and girls’ glee clubs encouraged. 


MODERN FOREIGN LANGUAGE. 


Some of the best reasons for studying a modern foreign 
language are identical with those given for the study of Latin. 
(See introduction to course in Latin, p. 110.) In addition it 
may be said that, because, it is a living tongue, a modern lan- 
guage has even greater possibilities of practical usefulness 
than has Latin. Not denying its value for general cultural 
purposes, this is specially true of Spanish, which is coming’ to 
be an almost indispensable part of the equipment of those who 
are trained for larger usefulness in the fields of industry and 
commerce. If, for instance, America is to win and hold her 
share in the valuable trade with Mexico, Central America, and 
South America, she must have more young men and young 
women, who, because of their acquaintance with the manners 


110 


and customs, the likes and dislikes, the luxuries demanded es a8 


as well as the real needs, of the peoples of these regions, un- 


derstand the delicate problems involved, and the more effective 


means of coping with a difficult international situation. This 
equipment must be furnished by the schools, especially the 


schools of business and commerce, and a vital part of it must 


be a working knowledge of the Spanish language. 
Seventh Grade. 
French a. French for beginners. 
Spanish a. Spanish for beginners. 
Eighth Grade. 
French b. Second year work in French. 
Spanish b. Second year work in Spanish. 
Ninth Grade. 


French c. Third year work in French. 
Spanish c. Third year work in Spanish. 


Note—For the regular work in the seventh and eighth 


grades one and one-fourth high school credits are given; for 
that of the ninth grade, one high school credit is given. Pu- 
pils may obtain additional credit by doing more work. 


LATIN. 


Because the Romans were a great historic people to 
whom our own period, by heritage, owes much, it is desirable 


that we should understand the value of the contribution they — 


made to the progress of civilization. To do this and to profit 
most by the undertaking, it 1s necessary to get at the stores of 
culture locked up in the language they created, developed, and 
refined almost to perfection; and it ought to go without argu- 
ment that a usable knowledge of this language itself must un- 
questionably be the most effective key to the situation within 
our reach. So, for purposes of general, or even technical, edu- 
cation, the primary aim in the study of Latin should be to 
come as quickly as possible into contact with the mind and 


heart and soul, the life and motives and ideals, of Rome, as. 


they find adequate expression, not in paradigms and scrappy 
exercises, but in the rich content. of Latin literature itself. 
Other reasons for teaching Latin are these: 

It helps in a thorough mastery of English. 


ih 


When the clumsy and inept manner in which it is ordi- 
narily taught doesn’t deter the student from all further lan- 
guage study, it greatly facilitates the acquisition of such mod- 
ern languages as French, Spanish, and Italian. 

In spite of exparte utterances to the contrary, it has, in 
the field of industry and commerce, in the professtons, and in 
many of the common affairs of everyday life, much practical 
value. It is, for instance, just as practical for one class of 
students who need it, or who by it could be more completely, 
more usefully, developed (educated), as chemistry or engi- 
neering or agriculture is for another class. 

When properly taught, it has what the school men of our 
day are pleased to call disciplinary value; but so have other 
subjects—just as much, when properly taught. In this, then, | 
Latin is not unique. Prof. Ernest Mach, an eminent scientist 
and strong advocate of the classics, says of present-day meth- 
ods of teaching Latin: 

“But it is words and forms and forms and words only, that 
are supplied our youth.” When this is true Latin loses its 
disciplinary and all other value; it inevitably falls into dis- 
repute and becomes indeed a dead language. 

Latin in the junior high school presents new problems in 
educational adjustment and procedure. It calls for a new 
type of teacher, new methods of presentation, a new style of 
textbook; and few of these have yet arrived. 


Ninth Grade. 


Latin a. Latin for Beginners. Use Hawthorne’s “Won- 
der Book,” a rare translation, to arouse an abiding interest in 
the literature of the people who used Latin to express their 
ideas. In order that they may learn something about the daily 
life, the manners and customs, the industries and amusements, 
the motives and ideals and ethical notions of a wonderful 
people, help pupils as quickly as possible to read easy Latin 
prose and verse. In order to make the initial steps of an ex- 
cursion into what ought to be a wonder-land less slow and irk- 
some, and to keep up the momentum of a properly motivated 
approach, encourage the legitimate use of literal translations 
and interlinear texts, as well as a free use of the Latin diction- 
ary. The facts of language, as they appear to those who are 
thus using the language, should be observed, grouped, classi- 
fied, and studied for their relations and meanings; in this way 
the language may be made to yield up to the student its full 
content. Principles and rules, deduced directly by the student 
himself from such a study of the common data of the lan- 
guage, should be repeatedly referred to and used, both in read- 
ing and simple attempts at composition, and finally committed 


112 


to memory. For convenience in this kind of work, a Latin 
grammar is indispensable; but in the mind of the student, the 
Latin grammar, instead of being a compendium of linguistic 
horrors, should take rank with the Latin dictionary as an in- 
valuable aid to profitable work. 


COMMUNITY CIVICS. 


Ninth Grade. 


Community Civics is the study of our “life together” with 
all its complicated relationships. It should be taught to chil- 
dren in terms of their own lives. This course aims to present 
first of all the immediate problems of the commun:ty—social, 
economic, and political. The school, the neighborhood, and 
the city form the primary sources of information and the ef- 
fort is made to develop a sense of social responsibility. Next 
the framework of local state and federal government is 
studied as a background for larger national problems. The 
general purpose of the course is to train boys and girls of to- 
day to be more thoughtful and intelligent guardians of the 
democracy of tomorrow. 


Geography. See page 36. 

History. See page 35. 

Industrial Arts. See page 77. 

Physical Education and Hygiene. See page 95. 


————$$ 


SUMMARY OF SUBJECTS FOR JUNIOR HIGH SCHOOL. 
Seventh Grade Periods Eighth Grade Periods Ninth Grade Periods 


Required Required Required 
GEOZTADDY — rccresssesecssoreans al IS LOT V Derataco mck ace: 5 English sevsnnennnemnsannnen 5 
Mathematics eres 5 + Eing lish ae 8 eel Set pees 2 

‘ ; ective 
English AE ise Pree 8 eget asta ABA CEO D Meebtere seo eee 5 
Music padocasehonsacasdccbersvepesreeperae 2 Music pudcedababeshasepavecenctedess diana 2 Foreign Language... 4 
Physical Education 1 Physical Education 1 Community Civics... 3 
Industrial ATrts....n0 4 Industrial Arts.......... 4 PS aa ee c : 

‘ ‘ ndustria rise 
BIBS TSC ve MUSIC 4.4 casera eee 2 


Modern Language... 4 Modern Language. 4 Art ooo sscmmemmemsen 
Hlement. Science a 3 Element. Science b 38 Oral Expression........ 


Page 
ATA aa ada ltt A OR adams UES re ak celia ny mammaire 70-107 
Rreradir  Ve MICS or A seta Ste SON te Beer dae 112 
English TREC SRO ig ead Teg 119 i Rs tan ic uRIa Sas Sree anRRD BO Ry an FU a IY 95 
Foreign Languages 
erat) tir ere sete igs Se ecec ue ea N 109 
Tgp NO See SATAN gM AG oe GET ale Rain ee Gee Rr WO, War Nana MMe un nae 110 
Vol S SLB ie AR LEST SIG SSR CONES I gk SAR AR See OR a lr Se 10 
1 ESNEVCNED S77 sa SS a i rs cee afr ed Teer 10 
ne er eae he ke Pee er ah oe age oo ace 95 
te Gt ier ee Bor re a de ie ee ae mye 
Perr trae | Gort tiin) ip eg re Sk gd ek ae : 77 
PrrentiG, DCLON CG nm ear hee. so ai estore ae ee 81 
Womienticnyirt: 262s Va hae eR ae ae ep pee eR 80 
TYP GUO TS Seo A, SNE arta AC a ea i EAL Rt see REN 84 
“PS Sg a NG ad AN os 275 a cette eg aero Nees Aap tt Bee 8 
“SNGE gaa hoeae 6S RBM ine i Oiar ee e RO NER Ca OR MI 54 
1) 1D E ASSIS oe SRE OE UI eye PE BT ene Rae Seales ple Mee pete ce cle +4 
~ Mathematics 
“ASORAS GURY ADE Deg aria eh thea, Sah 7, MARNE Us anacNe SUL Restiee ata tw ERT ae Ree? Tak 89-106 
Rosre reds \iat ine iia (GS! a ota sn eG A ae 106 
Be Chae sr arc ee re a oe rece mT Se i ee 107 
SOND Bg 8 ES ak aR EVILS aS Se RU Ae lO ce OP ENR 85-109 
Peaminer study anda blementarynocience wn Co ke. 68-105 
<a Geb ateacy Fa at gi atieata eaeainicars dan: Sieh teas ON ae cate Sarena Mela COs as 105 
ae ASIN ye aera Sarge od ee a cot Neg te ats, 9G 66 
MAC een ec ke hee ee Sag en eh ag oe er eee 65 
Pe iGtCd TO UCA TIONG acs vn nd cy Cae Oa RS 95 


Gri Jere Oe Aexc Ae tan Sey a ene te cm IT Stee Sk 63 


BULLETIN OF THE UNIVERSITY OF UTAH. 


Entered as second-class matter, June 16, 1906, at the post- 
Grice atalt Lake City, Utah, under. act’ of: July 216,, 180F. 
Published quarterly. 


Tecan ‘4 


PERS 


Bsus yd Loe 


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